BA (Hons) Special Needs and Inclusion Studies and Education Studies

Employability

Graduates have a range of career opportunities including teacher training, social work, mentoring and advocacy posts, inclusion managers and positions within support groups and charities.

Alumni have gone onto lecturing posts, researcher roles and local authority positions relating to inclusion with many graduates completing PGCE.

Others have completed MAs in a range of areas including education, social work and special needs.

Content

The core first year Education Studies modules lay the foundation for the subject and introduce students to current educational themes and debates. In addition, the key theoretical questions underpinning the subject are examined. As students advance to higher years, they are encouraged to extend and apply their knowledge in modules which involve students in a range of stimulating activities and processes – leading discussions, presenting and carrying out educational research, undertaking placements, and using a range of new technologies, such as forums, wikis and blogging, to investigate and communicate.

As for the SNIS part of your degree, your first year studies will give you a broad knowledge of a range of impairments and help you to cultivate a deeper understanding of the key issues related to the inclusion of disabled children and adults in society and education. In your second year you will acquire the skills needed to research the experiences of disabled children and adults.

You’ll be challenged to think about the provision for pupils and young children with special educational needs and appropriate early years environments. An international placement is offered and will be negotiated with a host institution. You will also develop your professional skills, research methods and perspectives on behaviour.

You will benefit from work experience in a college, school or educational establishment during your second and third years.

Final year studies will include a full analysis of social and critical issues affecting the lives of ‘disabled’ people. You will learn to analyse the requirements surrounding specific learning difficulties and cultivate your approaches to supporting inclusive learning.

Entry

2012 entry

Applicants must have GCSE English at grade C level or above (or equivalent)

AND

• 200 UCAS points from ‘A’ levels or equivalent
• BTEC National Diploma grade MMP, BTEC National Certificate DM
• Access to HE Diploma full award (Pass of 60 credits - of which a minimum of 45 credits must be at level 3 including 18 at Merit or Distinction).

If you've got other qualifications or relevant experience please consult the UCAS tariff tables or contact us before applying.

International student language requirements and application guidance can be found at http://www.wlv.ac.uk/international/apply

Other Requirements

Students must have studied a minimum of two years post GCSE level. However, it is expected that some applicants will be mature students with work experience, who wish to further their career development. These applicants will be processed through standard procedures, which may involve an interview as part of the process.

Those who do not meet the entry requirements may be offered an alternative course.

Outcomes

As a graduate of this course you will:

• Have the subject knowledge, underlying theories, values and principles of Education Studies;
• Understand the different contexts in which learning can take place and the range of different participants, and issues in the learning process including digital literacies;
• Have developed personal value systems, developments and practices with reference to concepts and theories encountered in Education Studies; particularly social justice, inclusion and globalisation.
• Demonstrate the underlying values and principles relevant to the ideologies of inclusion, and a developing personal stance which draws on their knowledge and understanding, including the diversity of learners and the complexities of the inclusion process.
• Have an understanding of the societal and organisational structures and purposes of social systems, and the possible implications for all involved.
• Be able to analyse inclusion concepts, theories and issues of policy in a systematic way and identify and reflect on potential connections and discontinuities between each of the aspects of subject knowledge and their application in social policies and contexts.

Why WLV?

• Student support is a priority in SJA, with systems of pastoral and academic support provided from the start by personal and module tutors.
• Unique course which offers both academic rigour and professional relevance.
• Strong and constantly developing approach to learning and teaching with varied and challenging assessment methods. These include recursive feedback, peer mentoring and problem-solving approaches

Testimonials

The following comments are from undergraduate students:

‘Very friendly, approachable and helpful lecturers have helped to make the learning experience more enjoyable and accessible and this has helped to build my confidence’.

‘Tutors have been fantastic, I have also met some really great people.’