Special Educational Needs, Disabilities and Inclusion BA (Hons)

What makes Special Educational Needs, Disabilities and Inclusion at Worcester special?

Our Special Educational Needs, Disabilities, and Inclusion (SENDI) degree will prepare you for a rewarding career across services that support children, young people and families. The course will enable you to pursue roles in a variety of sectors, including Education, Health, and Social Care.

This SENDI course provides academic study and experience for those who seek to understand the importance of meeting the needs of children, young people, and families through an inclusive approach to education. This course enables students to undertake research in the field of inclusive education, to learn to think critically about policy and practice in special educational needs and to be advocates for equality and disabilities.

Our modules are predominately course subject-specific, teaching you relevant historical, political, psychological, and social aspects of Inclusive provision. You will have opportunities to make links with current practice including site visits and guest speakers.

It’s not too late to study with us this September. Join us through Clearing and we’ll guarantee you university-managed accommodation.

Overview

Key features

Opportunity to explore SEN, disability and inclusion in a broad, imaginative and practical way, drawing on expertise across the university and beyond
There is an array of diverse career opportunities that are enhanced from doing the SENDI degree at Worcester. These include SEND caseworker and specialist learning support assistant.
You can go on to complete a Master's degree upon successful completion of the course, which can lead to many opportunities in Higher Education.
Excellent teacher training progression opportunities: a 2.2 degree classification or above will enable you to be considered for an interview for one of our PGCE Primary courses, provided you meet the course prerequisites.
We also offer a PGCE in FE (SEND) for those interested in teaching at Further Education
Opportunities to work with other professionals linked to supporting children, young people, and families such as occupational health, speech and language therapists, and social workers.

Register your interest

Enter your details below and we will keep you up to date with useful information about studying at the University of Worcester.

What qualifications will you need?

88

UCAS tariff points

Entry requirements

A minimum of 88 UCAS tariff points (for example, CCC at A Level)

Other information

If you have any questions about entry requirements, please contact the Admissions Office on 01905 855111 or email admissions@worc.ac.uk for advice.

Further information about the UCAS Tariff can be obtained from the UCAS website.

BA SENDI graduation November 2019

Special Educational Needs, Disabilities and Inclusion students in graduation robes

Special Educational Needs, Disabilities and Inclusion students throwing graduation hats into the air

What will you study?

Our courses are informed by research and current developments in the discipline and feedback from students, external examiners and employers. Modules do therefore change periodically in the interests of keeping the course relevant and reflecting best practice. The most up-to-date information will be available to you once you have accepted a place and registered for the course. If there are insufficient numbers of students interested in an optional module, this might not be offered, but we will advise you as soon as possible and help you choose an alternative.

Year 1	Mandatory Introduction to SEND and Inclusion: History and Legislation Understanding Neurodiversity: Enabling Inclusive practice* Exploring Mental Health in Childhood and Adolescence Aiming Higher: Independent Learning in HE* *Subject to approval	Optional Adapted Physical Activity, Sports and Disability Children and Young People’s Wellbeing and Social and Digital Media.* Optional language modules *Subject to approval
Year 2	Mandatory Global Perspectives and SEND Understanding Autism and Complex Conditions* SENDI Enquiry* Becoming a Reflective Learner and Practitioner* *Subject to approval	Optional Work Experience Post Compulsory Education* Psychology of Teaching and Learning* Radical Education* Mentoring and Coaching in Education Sport and Disability Teaching SEND PE Optional language modules *Subject to approval
Year 3	Mandatory Dissertation Professional Roles and Contexts in SEND and Inclusion Identity, Inclusion and Social Justice Assistive Technologies in Practice	Optional Policy-Making in Education Work Experience Extension Module Understanding the Social, Emotional and Mental Health needs of people with Special Educational Needs, Disabilities and Inclusion* Contemporary Issues in Disability Sports Coaching and PE Equality and Diversity in Adult Education* Disaffection in Education* *Subject to approval

Year 1

Mandatory

Introduction to SEND and Inclusion: History and Legislation
Understanding Neurodiversity: Enabling Inclusive practice*
Exploring Mental Health in Childhood and Adolescence
Aiming Higher: Independent Learning in HE*

*Subject to approval

Optional

Adapted Physical Activity, Sports and Disability
Children and Young People’s Wellbeing and Social and Digital Media.*
Optional language modules

*Subject to approval

Year 2

Mandatory

Global Perspectives and SEND
Understanding Autism and Complex Conditions*
SENDI Enquiry*
Becoming a Reflective Learner and Practitioner*

*Subject to approval

Optional

Work Experience
Post Compulsory Education*
Psychology of Teaching and Learning*
Radical Education*
Mentoring and Coaching in Education
Sport and Disability
Teaching SEND PE
Optional language modules

*Subject to approval

Year 3

Mandatory

Dissertation
Professional Roles and Contexts in SEND and Inclusion
Identity, Inclusion and Social Justice
Assistive Technologies in Practice

Optional

Policy-Making in Education
Work Experience
Extension Module
Understanding the Social, Emotional and Mental Health needs of people with Special Educational Needs, Disabilities and Inclusion*
Contemporary Issues in Disability Sports Coaching and PE
Equality and Diversity in Adult Education*
Disaffection in Education*

*Subject to approval

How will you be taught?

Teaching and Learning

The University places emphasis on enabling students to develop the independent learning capabilities that will equip you for lifelong learning and future employment, as well as academic achievement.

A mixture of independent study, teaching and academic support through the personal academic tutoring system enables you to reflect on progress and build up a profile of skills, achievements and experiences that will enable you to flourish and be successful.

Teaching

You are taught through a combination of lectures, seminar, tutorials, guided study of current documentation including legal and policy frameworks, as well as input from visiting speakers. Each year some optional modules offer the opportunity for work-based learning in relevant settings. Multimedia presentations and use of virtual learning environment (VLE) will be utilised throughout.

Academic and personal support is available from Firstpoint. In addition, meetings with personal academic tutors are scheduled on at least 4 occasions in the first year and three occasions in each of the other years of a course. You also have an opportunity to discuss any issues that may be affecting your academic performance and discuss employability opportunities.

Contact time

In a typical week you will have around 12 - 16 contact hours of teaching. The precise contact hours will depend on the optional modules selected and in the final year you will normally have slightly less contact time in order to do more independent study.

Typically class contact time will be structured around:

Demonstrations
Seminars
Tutorials
Student-led presentations
Visits to education and other relevant facilities
Online activities

Independent self-study

In addition to the contact time, you are expected to undertake around 20-25 hours of personal self-study per week. Typically, this will involve pre-session activities, wider reading and directed study tasks, all of which will be outlined in the module materials.

Independent learning is supported by a range of excellent learning facilities, including the Hive and library resources, the virtual learning environment, and extensive electronic learning resources.

Teaching staff

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. The team includes staff with expertise as teachers, senior leaders in education settings, early year’s practitioners, educational psychologists and school governors.

Teaching is informed by the research and consultancy, many course lecturers have a higher education teaching qualification or are Fellows of the Higher Education Academy. You can learn more about the staff by visiting our staff profiles.

Assessment

The course provides opportunities to test understanding and learning informally through the completion of practice or 'formative' assignments. Each module has one or more formal or 'summative' assessments which are graded and count towards the overall module grade.

Assessment methods include presentations, academic posters, essays and subject portfolios. Formative assessment is provided through the range of assessment across the year and is built into module tutorial and personal academic tutorial time.

The precise assessment requirements for an individual student in an academic year will vary according to the mandatory and optional modules taken, but a typical formal summative assessment pattern for each year of the course is:

Year 1 (mandatory)

Reflective journals
Essays / reports
Poster presentations
Learning Logs
Group Presentations

In addition there will be assessments from optional modules

Year 2 (mandatory)

Essays / reports
E-portfolio
Research Proposal
Group presentations
Reflective journals
Poster presentations
Artefact (individual poster presentation or equivalent).

In addition there will be assessments from optional modules

Year 3 (mandatory)

Oral presentation
Essay
Reflective journal
Case study report
Poster presentation and summary

In addition there will be an Independent Study and assessments from optional modules

Feedback

You will receive feedback on practice assessments and on formal assessments undertaken by coursework. Feedback on examination performance is available upon request from the module leader. Feedback is intended to support learning and you are encouraged to discuss it with personal academic tutors and module tutors as appropriate.

We aim to provide you with feedback on formal course work assessments within 20 working days of hand-in.

Programme specification

For comprehensive details on the aims and intended learning outcomes of the course, and the means by which these are achieved through learning, teaching and assessment, please download the latest programme specification document.

Meet The team

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course.

Joanne Smith

Jo has worked at the University since 2014. She previously worked in Primary Education for 15 years, with responsibility for Inclusion for the last 7 years.

Jo is the Course leader for the BA (Hons) Special Educational Needs Disability and Inclusion course and teaches modules across the three year groups. She is also the co-author of the key textbook in SENDI with SAGE publications.

Jo is passionate about Inclusive Education and has a variety of experience and anecdotes to share. She believes in lifelong learning and values the contributions all students make to group discussions and activities.

She is currently undertaking her PhD in Education at the University of Worcester.

Dr Alexandra Sewell

Alexandra joined the University in 2018 and lectures on the BA (Hons) course in Special Educational Needs, Disability and Inclusion. Alexandra is a HCPC registered Practitioner Psychologist and prior to embarking on a career in academia held positions as an educational psychologist and trainee educational psychologist across the West Midlands. She completed her Doctorate degree in Applied Educational and Child Psychology at the University of Birmingham in 2016.

Alexandra is passionate about the application of psychology to education to promote evidenced informed, inclusive practice. She focuses her practice and research on the topic of ‘inclusive voice’ and is broadly interested in how traditionally marginalised voices can be listened to and acted upon to promote equality and diversity across a range of contexts. She also has an interest in how we understand and interpret student mental health and how this can be better supported. She has co-written an introductory textbook in Special Educational Needs, Inclusion and Disability for Sage Publications. Her second book, ‘Diverse Voices in Educational Practice’, will be published Spring 2022 with Routledge.

Gareth Dart

Gareth joined the University of Worcester in 2007. He is currently the Education Studies year one lead as well teaching on various modules of the degree and on Masters courses. He is proud to lead a module in which students can make all the choices about what they study, where they study and how they wish to be assessed! He has specific interests in teacher education and special and inclusive education in the contexts of resource poor countries, particularly in southern Africa. He is the international Co-ordinator for the School of Education.

Ruth Felstead

Ruth joined the University of Worcester after a career involving teaching and management within Further and Adult Education in Birmingham. She has taught students of all ages with the youngest being fourteen and the oldest over seventy. She has also worked for the West Midlands Fire Service as an Equality and Diversity Officer training firefighters and managers in equality and diversity public sector duty.

Ruth moved into teacher education in 2009, firstly within Further Education, and from 2014 at the University of Worcester, where she has taught on BA Education Studies, BA Special Educational Needs, Disabilities and Inclusion, and the Foundation Degree in Learning Support. She is currently working towards a PhD in the History of Education in Birmingham and Worcestershire.

Julie Prentice

Julie recently joined the University of Worcester. She has worked in higher education since 2011, teaching primarily on BA and MA level special educational needs and inclusion programmes. Julie has just completed a PhD Education and will graduate in the Summer of 2022. Her thesis has explored how children and young people with autism are told about and supported to understand an autism diagnosis.

Julie has a background in teaching in both mainstream and special school settings and has been a school SEN coordinator. Julie has taught children across the primary age range within mainstream and special education settings. She has also taught within secondary education. Within special education, Julie has taught children with a range of complex and additional educational needs including children with speech, language and social communication needs, physical and sensory needs, autism and social, emotional and mental health needs.

She has also worked in a specialist advisory capacity within 3 different local authorities. While working as an advisory teacher, Julie provided specialist advice related to the provision, teaching, and learning needs of children and young people with autism. She also delivered training programmes for parents of children with autism and provided professional development training for schoolteachers and other local authority staff.

Where could it take you?

Our SENDI degree provides an excellent route into many careers or further study.

You may wish to progress on to a PGCE course (to become a qualified primary teacher or to teach at FE).

We also run an MA in Education degree, and guidance is given to support you to do this successfully.

Other career options include:

Specialist learning support assistant
Community support worker
Youth worker
Local Authority SEND caseworker

With further study at the postgraduate level roles include:

Special needs teacher
Special Educational Needs coordinator
Social worker
Health professional

2020 Graduate Carenza

Studying the BA Hons in SENDI has enabled me to learn about past, present, and future issues that might arise from changes to policy/legislation. It has also allowed me to explore topics that I have an interest in and learn about these topics in greater depth, resulting in better knowledge. Some of these topics include Mental Health, Specific Learning Disabilities, Assistive Technologies, and Professional Roles and Contexts.

By studying the BA Hons in SENDI I have been able to get my dream job at the age of 22. Once I have finished my course in April, and before my graduation ceremony in November, I will be moving to Berkshire to work in a residential school for children and young adults with Autism starting from September 2020. My job role will be 'Graduate Autism Practitioner.' This would not have been possible without the support of lecturers and the University, but most of all the course itself for allowing me to explore other job opportunities that are available.

Leigh Hambrey SENDI graduate 2019

Completing the BA Hons has allowed me to develop my understanding of past, existing and potential issues. Lecturers allow a great deal of autonomy, encouraging interests and passions within special educational needs and disability. Further to this, there are other areas that cross over within the idea of inclusion such as mental health, socio-economic factors and political influences, all of which are relevant in today’s education. The course also provides a community that stands for promoting the health, education and welfare of children, young people and adults with special educational needs and disability.

Studying the SENDI BA has really fuelled my passion for promoting every person’s rights, to provide advocacy and to ensure well-being by meeting a person’s needs. I am now confident in assessing these needs as well as in expressing and developing my own voice to support others. Completing the SENDI BA has opened up my career options and choices including further study. The university has been incredibly supportive.

Tom Saunders

Special Educational Needs, Disabilities and Inclusion BA (Hons) (SENDI) is close to my heart as my brother has additional needs. This and my passion for creating equal and inclusive opportunities for all encouraged me to study the course. By studying SENDI at Worcester, I have learned about the past, present, and future of educational topics and societal challenges.

The course has allowed me to develop my understanding and explore topics that I am interested in and passionate about, such as: making learners feel included, understanding various special educational needs and how important creating an equal society is, as well understanding the importance of Mental Health. These key values and concepts that are present in the learning content throughout the course. With a continual focus on creating a community built around advocating for voice, inclusion, equality and positive mental wellbeing.

It [the course] is structured to develop personal autonomy, which enabled me to thrive in assessments because of the various choices available, such as essays, posters, presentations and reflective pieces.

Throughout my studies here at Worcester, I have been able to look at real-life case studies, analysing past, present and future policies and legislation, hearing from guest speakers. Everything that I have learned in the classroom can be applied in real life to develop a culture of inclusion and supporting me to be the best version of me.

Special Educational Needs, Disabilities and Inclusion BA (Hons) has allowed me to build my graduate skills for my future career in teaching and has given me options for future study at the University of Worcester and beyond.

How much will it cost?

Full-time tuition fees	UK and EU students The standard fee for full-time home and EU undergraduate students enrolling on BA/BSc/LLB degrees and FdA/FdSc degrees in the 2022/23 academic year is £9,250 per year. For more details, please visit our course fees page.	International students The standard tuition fee for full-time international students enrolling on BA/BSc/LLB degrees and FdA/FdSc degrees in the 2022/23 academic year is £13,400 per year. For more details, please visit our course fees page.
Additional costs	Every course has day-to-day costs for basic books, stationery, printing and photocopying. The amounts vary between courses. If your course offers a placement opportunity, you may need to pay for a Disclosure & Barring Service (DBS) check.
Accommodation	Finding the right accommodation is paramount to your university experience. Our halls of residence are home to friendly student communities, making them great places to live and study. We have over 1,000 rooms across our range of student halls. With rooms to suit every budget and need, from our 'Traditional Hall' at £111 per week to 'En-suite Premium' at £189 per week (2022/23 prices). For full details visit our accommodation page.

Full-time tuition fees

UK and EU students

The standard fee for full-time home and EU undergraduate students enrolling on BA/BSc/LLB degrees and FdA/FdSc degrees in the 2022/23 academic year is £9,250 per year.

For more details, please visit our course fees page.

International students

The standard tuition fee for full-time international students enrolling on BA/BSc/LLB degrees and FdA/FdSc degrees in the 2022/23 academic year is £13,400 per year.

For more details, please visit our course fees page.

Additional costs

Every course has day-to-day costs for basic books, stationery, printing and photocopying. The amounts vary between courses.

If your course offers a placement opportunity, you may need to pay for a Disclosure & Barring Service (DBS) check.

Accommodation

Finding the right accommodation is paramount to your university experience. Our halls of residence are home to friendly student communities, making them great places to live and study.

We have over 1,000 rooms across our range of student halls. With rooms to suit every budget and need, from our 'Traditional Hall' at £111 per week to 'En-suite Premium' at £189 per week (2022/23 prices).

For full details visit our accommodation page.

How do you apply?

Applying through UCAS

Special Educational Needs, Disabilities and Inclusion BA (Hons) - X360

UCAS is the central organisation through which applications are processed for entry onto full-time undergraduate courses in Higher Education in the UK.

Read our How to apply pages for more information on applying and to find out what happens to your application.

UCAS Code

X360

Apply Via UCAS

Get in touch

If you have any questions, please get in touch. We're here to help you every step of the way.

Admissions office

admissions@worc.ac.uk

01905 855111

Joanne Smith

Course Leader

Joanne.smith@worc.ac.uk

01905 855053

Special Educational Needs, Disabilities and Inclusion BA (Hons)

What makes Special Educational Needs, Disabilities and Inclusion at Worcester special?

Overview

Key features

Register your interest

Top 20 for student experience

What qualifications will you need?

Entry requirements

Other information

Book your place at an Open Day

BA SENDI graduation November 2019

What will you study?

Year 1

Mandatory

Optional

Year 2

Mandatory

Optional

Year 3

Mandatory

Optional

How will you be taught?

Teaching and Learning

Teaching

Contact time

Independent self-study

Teaching staff

Assessment

Feedback

Programme specification

Meet The team

Joanne Smith

Dr Alexandra Sewell

Gareth Dart

Ruth Felstead

Julie Prentice

Where could it take you?

Careers and Employability

2020 Graduate Carenza

Leigh Hambrey SENDI graduate 2019

Tom Saunders

How much will it cost?

Full-time tuition fees

UK and EU students

International students

Additional costs

Accommodation

How do you apply?

Applying through UCAS

UCAS Code

Get in touch

Admissions office

Joanne Smith

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