Postgraduate Programme Specification
PgDip Inclusion and Special Needs Education
Academic Year 2022/23
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.
| Programme Title | PgDip Inclusion and Special Needs Education | Final Award (exit route if applicable for Postgraduate Taught Programmes) |
Postgraduate Diploma | |||||||||||
| Programme Code | EDU-PD-ISN | UCAS Code | HECoS Code |
100459 - Education studies - 100 |
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ATAS Clearance Required |
No |
Health Check Required |
No |
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Portfolio Required |
-- |
Interview Required |
-- |
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| Mode of Study | Part Time or Full Time | |||||||||||||
| Type of Programme | Postgraduate | Length of Programme |
Part Time - 2 Academic Years Full Time - 1 Academic Year |
Total Credits for Programme | 120 | |||||||||
| Exit Awards available | No | |||||||||||||
Institute Information
Teaching Institution |
Queen's University Belfast |
School/Department |
Social Sciences, Education and Social Work |
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Quality Code Higher Education Credit Framework for England |
Level 7 |
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Subject Benchmark Statements The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies |
N/A |
Accreditations (PSRB) |
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No accreditations (PSRB) found. | |
Regulation Information
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Does the Programme have any approved exemptions from the University General Regulations Recognition of Prior Learning. Students may be awarded credit of up to 30 M points for completed awards, such as the PGCE, and therefore gain exemption from optional taught modules of the programme. |
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Programme Specific Regulations Students must complete 120 CATS points from taught modules of which at least 60 CATS points are from core modules within this pathway. Optional modules may be chosen from modules under the Educational Studies pathway. Students should also strongly consider completing 20 CATS points by taking the module EDU7250 as this will allow them to go on to the Master’s degree, if they are interested. |
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Students with protected characteristics N/A |
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Are students subject to Fitness to Practise Regulations (Please see General Regulations) No |
Educational Aims Of Programme
On successful completion students will be able to:
demonstrate knowledge and understanding of any educational research, policy, practice and theory covered in the programme
analyse and apply critically examples of the research literature relating to the content of the programme;
show evidence of reflection on their professional practice;
demonstrate transferable skills such as writing and research skills;
demonstrate knowledge of a range of educational research methods;
choose fit-for-purpose methods for a research project within the context of their own professional role;
demonstrate engagement in the processes of research planning, data collection and analysis (as appropriate), and research reporting.
Learning Outcomes
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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Students will develop skills of critical thinking and reasoning in educational, theory and practice contexts based on challenging learning tasks, appropriate reading and personal research. |
Teaching/Learning Methods and Strategies Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading and personal research. Methods of Assessment The methods of assessment are based on challenging learning tasks, appropriate reading and personal research. |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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Many of the practical skills are transferable eg collaborative working, communication, general writing skills, library skills etc |
Teaching/Learning Methods and Strategies ICT usage is variously promoted by staff using Microsoft PowerPoint presentations and Internet-based resources and offering additional support for students through email and Internet-based discussion forums. Methods of Assessment N/A |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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demonstrate knowledge and understanding of any educational research, policy, practice and theory covered in the programme; |
Teaching/Learning Methods and Strategies Depending on the nature of the modules they choose, students experience a variety of pedagogic approaches including seminars, workshops and lectures. Methods of Assessment Assignments of 4,000 words for each module are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency. |
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analyse and apply critically examples of the research literature relating to the content of the programme; |
Teaching/Learning Methods and Strategies Depending on the nature of the modules they choose, students experience a variety of pedagogic approaches including seminars, workshops and lectures. Methods of Assessment Assignments of 4,000 words for each module are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency. |
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show evidence of reflection on their professional practice; |
Teaching/Learning Methods and Strategies Depending on the nature of the modules they choose, students experience a variety of pedagogic approaches including seminars, workshops and lectures. Methods of Assessment Assignments of 4,000 words for each module are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency. |
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demonstrate transferable skills such as writing and research skills; |
Teaching/Learning Methods and Strategies Depending on the nature of the modules they choose, students experience a variety of pedagogic approaches including seminars, workshops and lectures. Methods of Assessment Assignments of 4,000 words for each module are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency. |
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demonstrate knowledge of a range of educational research methods; |
Teaching/Learning Methods and Strategies Depending on the nature of the modules they choose, students experience a variety of pedagogic approaches including seminars, workshops and lectures. Methods of Assessment Assignments of 4,000 words for each module are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency. |
|
choose fit-for-purpose methods for a research project within the context of their own professional role; |
Teaching/Learning Methods and Strategies Depending on the nature of the modules they choose, students experience a variety of pedagogic approaches including seminars, workshops and lectures. Methods of Assessment Assignments of 4,000 words for each module are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency. |
|
demonstrate engagement in the processes of research planning, data collection and analysis (as appropriate), and research reporting. |
Teaching/Learning Methods and Strategies Depending on the nature of the modules they choose, students experience a variety of pedagogic approaches including seminars, workshops and lectures. Methods of Assessment Assignments of 4,000 words for each module are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency. |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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Students will develop practical research skills. They may also elect to develop their skills in writing and Internet searching through workshops provided in support of the programme. |
Teaching/Learning Methods and Strategies Learning is, in general, independent and supervised by module tutors and has a practical as well as conceptual/theoretical orientation. Methods of Assessment Assignments and dissertations are required, as far as practical, to be situated in the student’s working context. |
Module Information
Stages and Modules
| Module Title | Module Code | Level/ stage | Credits | Availability |
Duration | Pre-requisite | Assessment |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|
| S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
| Social Justice in Special Needs Education and Inclusion: A Capability Approach | EDU7254 | 7 | 20 | YES | -- | 12 weeks | N | YES | -- | 100% | 0% | 0% |
| An Introduction to Research Methods: Children, Young People and Education | EDU7250 | 7 | 20 | YES | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Understanding Adults with ASD | EDU7241 | 7 | 20 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Deconstructing Special Needs Education and Inclusion | EDU7256 | 7 | 20 | YES | -- | 12 weeks | N | YES | -- | 100% | 0% | 0% |
| Digital Literacy and Communication | EDU7273 | 7 | 20 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Bilingualism, Literacy and Disciplinary Literacy Development | EDU7277 | 7 | 20 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| E-learning: Concepts and Pract | EDU7275 | 7 | 20 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Understanding Children with ASD | EDU7240 | 7 | 20 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Behaviour Change in Education and Supervising Others | EDU7228 | 7 | 20 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Curriculum: Theory, Policy and Practice | EDU7103 | 7 | 20 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Reflective Practice and Action Research | EDU7089 | 7 | 10 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Leadership Theory and Practice: An Overview | EDU7185 | 7 | 20 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Leadership for Change | EDU7186 | 7 | 20 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Fundamental elements of behaviour change | EDU7226 | 7 | 20 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| School Effectiveness and School Improvement | EDU7209 | 7 | 20 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Epistemic Injustice: The Ethics of Knowing in Special Educational Needs/ Inclusion | EDU7083 | 7 | 20 | -- | YES | 12 weeks | N | YES | -- | 100% | 0% | 0% |
Notes
No notes found.