School of Education

BA (Hons) Special Educational Needs, Disability and Inclusion

BA (Hons) Full-time 3 years, Part-time 6 years

The BA (Hons) Special Educational Needs, Disability and Inclusion Studies is designed to help you to develop the skills, knowledge, and confidence to work in special and inclusive education and support other disadvantaged groups in society.

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The BA (Hons) Special Educational Needs, Disability and Inclusion Studies is designed to help you to develop the skills, knowledge, and confidence to work in special and inclusive education and support other disadvantaged groups in society.

Award
BA (Hons)
Start date(s)
September 2024, September 2025
UCAS Code
X363
Course specifications
View course spec
Course length
Full-time (3 years),Part-time (6 years)
Campus location
University: Walsall Campus
School
School of Education
UCAS points calculator
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University of Opportunity is as it say. It’s been enjoyable, educational and I appreciate the support and acceptance from the tutors, and the tutors good attitude in answering questions.
Vance, BA (Hons) Special Educational Needs, Disability and Inclusion

Why choose this course?

The BA (Hons) Special Educational Needs, Disability and Inclusion Studies (SENDIS) is designed to help you to develop the skills, knowledge, and confidence to work in special and inclusive education and to represent and support other disadvantaged groups in society. The course is Ideal for those new to this field, as well as for experienced individuals seeking further professional development. During your course, as a SENDIS student, you will help you develop the understanding and competence required for a range of careers working with children, young people, adults, their families, and services that support them. You will have opportunities to consider a variety of issues and perspectives surrounding work with, and support for, disabled people and other vulnerable groups, and which as future professionals you will need to be able to recognise and address.

The course at level 4, 5 and 6 offers a unique blend of theories and practices in relation to Special Educational Needs, Disability, and Inclusion. You will study current policies, procedures, and practice to develop inclusive professional and social approaches. As you progress through your degree you will have opportunities to develop your critical capabilities through the selection, analysis, and synthesis of relevant perspectives, and be able to justify different positions on matters relating to special educational needs, disability, and inclusion.

We recognise that you will have a unique learning journey and we will maximise your potential by targeted academic and pastoral support and by taking part in a range of learning activities and assessments, such as presentations, essays, reflective journals, report writing and peer mentoring, some of them optional. Work placements are part of the course and can be completed in a variety of educational and community settings. In some circumstances, an international placement may be negotiated with a host institution. These placements will allow you to develop and enhance your professional skills, such as organisation, time management and communication, and to strengthen your confidence in supporting children or adults with additional needs.

The BA (Hons) SENDIS can be studied PART-TIME which includes daytime sessions. However, if you are a practitioner and would like to study more flexibly for example in the evening, we offer part time Foundation Degree Supporting Children in Primary Education at our college partners. After completing your part time Foundation degree, you can then top up to a final year of a part- time BA degree course to gain your full honours degree.

 

This degree sits within the exciting range of Education and SENDIS courses we offer within the School of Education.

What's unique about this course?

  • You will benefit from the team’s expertise, as they actively engage in research and writing
  • You will be taught in our state-of-the-art teaching buildings at Walsall Campus

What happens on the course?

At level 4 you will begin to cultivate understanding of key concepts, such as disability, diversity, and inclusion. You will examine the relevance of these to changes in professional, social, and educational practice for disadvantaged groups, with particular concern for the voice and representation of disabled people and those with special educational needs.  

At level 5 you will have opportunities to engage with modules about specific impairments and social and educational processes. You will interrogate the impact of a range of barriers which people with impairments and other additional needs may experience in everyday life and explore societal, physical, attitudinal, and educational changes, which can bring about a more inclusive society for all.

  • At level 6 you will interrogate your own value systems, outlooks, and aspirations in relation to more inclusive professional practice. You will question concepts and theories which you encountered earlier in your studies and will critically examine assumptions underpinning inclusive research and your own practice. You will continue to develop your critical capabilities through the selection, consideration, and evaluation of relevant perspectives, including the views of disabled people, and be able to justify different positions on matters relating to theory around disability, special educational needs and inclusive policy and practice. As you progress through your degree course, you will also have opportunities to develop your critical thinking by carrying out a small-scale research study, in which you investigate a critical, challenging, or intriguing issue relating to social or educational inclusion and children and/or adults with special educational needs and disabilities.

Throughout the course you will be able to identify and understand the challenges faced when trying to adopt an inclusive approach to all aspects of life, and how they can meet and address these challenges in a positive way as members of a diverse global society.

At the University of Wolverhampton, in the School of Education, a range of teaching and learning activities will help you to achieve success on your course, and formative feedback will shape your thinking. Assignment writing workshops will give you opportunities to prepare for your assessments where you can develop your academic thinking with support from your lecturers. You will also be provided with feed forward written and/or oral feedback on your summative assessments that will help you develop your academic skills as you progress through your course. 

All your modules will offer opportunities for interaction with peers so you can strengthen your understanding of key issues and explore, apply, critique and contrast different theoretical perspectives, ideas and dilemmas related to inclusive social and educational practice. In each of your modules you will be provided with a structure of scheduled learning and teaching activities (in some modules you can choose to study online), combined with guided and independent learning, to enable you to engage fully in achieving specified learning outcomes. These include:

  • Active contribution to lectures, group activities, including critical debate and discussion in seminars
  • Additional online consolidation activities
  • Guided reading 
  • Asynchronous discussion forums
  • Non-timetabled one-to-one meetings with Module Leader / Module Team
  • Preparation for scheduled learning and teaching activities
  • Preparation/Completion of assessment tasks
  • Revision tasks
  • Non-synchronous webinars
  • Wider reading and research activity

There are also a variety of assessment types to support and test your learning and progress and to help you develop employability skills that are valued beyond your University studies and into your working life.

Course Modules

Module: 4SN003
Credits: 20
Period: 1
Type: Core
Locations: University: Walsall Campus

The module will provide you with an opportunity to consider the experiences of disabled people over time. You will be able to explore historical developments that highlight the shift from segregation to inclusion in provision for disabled children, young people and adults. Drawing on literature and research you will examine factors, such as policy, economics, disability rights groups, and social and political structures which have influenced the lives of disabled people. You will also begin to consider how inclusion can be used as a mechanism for social justice and how inclusion philosophy rests on the idea that every individual, regardless of disability has the right to be included fully into society.

Module: 4SN005
Credits: 20
Period: 1
Type: Core
Locations: University: Walsall Campus

This module provides you with the opportunity to develop your understanding of issues surrounding inclusion, disability and diversity for children, young people and adults in educational settings. You be introduced to different types of disabilities and how they can be diverse in nature depending on individual need. By drawing on literature and research you will also be able to consider inclusion, disability and diversity as a social issue that goes beyond education and explore models of disability and inclusion. You will examine how the inclusion of individuals with disabilities into everyday activities involves practices and policies designed to identify and remove barriers. These include physical, communication, and attitudes that hinder the ability of children, young people and adults to have full participation in society. You will also examine the challenges that promoting inclusion, diversity and disability rights can present to current practitioners when working in educational settings and local communities.

Module: 4SN013
Credits: 20
Period: 1
Type: Core
Locations: University: Walsall Campus

This module allows you to explore literature and research about effective communication and interaction and why it is essential for all aspects of an individual's life from education to relationships, employment to emotional well-being. Within this module you will develop your awareness of the importance of inclusive communication for individuals who are at risk of social exclusion across the life span. You will also develop your understanding of your own practical communication skills and how you can promote the social inclusion of individuals who are at a disadvantage because of speech, language and communication needs and impairments.

Module: 4SN006
Credits: 20
Period: 1
Type: Core
Locations: University: Walsall Campus

This module aims to develop your knowledge and understanding of some of the policies and practices in education which impact on meeting the learning needs of individuals. You will be able to explore the principles of inclusive education and how inclusivity can be developed for individual learners. You will also explore the variety of professional roles involved in supporting inclusive education. By drawing on research and literature you will be able to compare different modules of inclusion and reflect on their usefulness in practice. You will also reflect upon how the involvement and collaboration of children, young people and their families is important when developing inclusive practices in education.

Module: 4CF005
Credits: 20
Period: 1
Type: Core
Locations: University: Walsall Campus

As part of your learning on this module you will be introduced to current debates around safeguarding children, young people and vulnerable adults. You will be encouraged to explore how policy, legislation and research evidence inform safeguarding practice. You will also consider the roles and responsibilities of all professionals to safeguard children, young people and vulnerable adults, and as part of this you will be encouraged to reflect on how professionals need to work together. You will explore how risk is managed and how families are supported by multi-agency teams, to ensure the well-being of all children, young people and vulnerable adults.

Module: 4SN011
Credits: 20
Period: 1
Type: Core
Locations: University: Walsall Campus

In this module you will explore what research is and consider its importance in ensuring the views of vulnerable children, young people and adults are heard. You will be able to learn about how to develop research which supports inclusive practices.  You will also evaluate ethical issues of researching the experiences of ‘vulnerable people’ with an emphasis on exploring participatory research and practice. You will consider differing approaches to investigating disability and inclusion issues and compare research and practice from different perspectives by drawing upon a range of literature and ideas. This module will offer you the opportunity to review a range of research projects and develop your own ideas for future research.

Module: 5ED002
Credits: 20
Period: 2
Type: Core
Locations: University: Walsall Campus

Research is not just for researchers: as active members of our profession, and indeed society, we all are affected by the research of others. Learning how to conduct your own research gives insight and understanding into such work, and improves your skills as a scholar and as a practitioner. This module prepares you for a successful personal research dissertation in level 6. You will be introduced to a range of techniques and theories on how to gather information, make sense of it, and report it in an effective way.

Module: 5SN003
Credits: 20
Period: 2
Type: Core
Locations: University: Walsall Campus

Working with others, whether colleagues, service users or other stakeholders, is central to the effectiveness of many sectors, including education, social care and health. This module aims to stimulate awareness of how collaborative professional practice has the potential to empower people, recognise diversity and address aspects such as social disadvantage. It will consider how collaboration is essential to practice that is fully inclusive, and examine how this might look in a variety of settings. You will also develop collaborative skills when working with professionals.

Module: 5SN002
Credits: 20
Period: 2
Type: Core
Locations: University: Walsall Campus

In this module you will have opportunity to focus on the social and educational inclusion of children and young people with cerebral palsy. By exploring the complexity of difficulties which may be experienced by this group of learners across their lives, you will be able to highlight tensions between policy and current practice and propose ways to improve opportunities, participation, choice and well-being. You will also examine how giving these learners a voice can improve support systems and their participation in society.

Module: 5ED004
Credits: 20
Period: 2
Type: Core
Locations: University: Walsall Campus

This module gives you the opportunity to undertake a placement in a setting of your choice which is relevant to an aspect of your professional development. You will develop your knowledge of working with other professionals relevant to the context of your chosen placement. You will observe an aspect of your placement learning such as the role of practitioners, the environment, pedagogy and multi-agency working. As part of this module you will use research and literature to evaluate issues relating to your chosen topic. You will also explore models of reflective practice which will provide you with the opportunity to apply these alongside your experiential learning to assess your personal and professional learning.

Module: 5SN001
Credits: 20
Period: 2
Type: Core
Locations: University: Walsall Campus

This module focuses on inclusive early-years provision for children with developmental difficulties by exploring key concepts, such as early identification and intervention, developmentally appropriate practice, inter-agency collaboration and parental involvement. By examining the policy-to-practice context and relevant research perspectives about these processes, you will promote your critical understanding of opportunities and challenges associated with such provision. You will also learn about the early-years curriculum framework and how this influences family-centred professional practice.

Module: 5SN004
Credits: 20
Period: 2
Type: Optional
Locations: University: Walsall Campus

This module will explore exclusion from school and why some children are more likely to be excluded than others. You will have the opportunity to interpret statistical data, research and literature linking to exclusion from school and social justice and why all people should have equal access to education. Your learning on this module includes applying theories and concepts of social exclusion and social justice in educational contexts. You will also demonstrate the influences of government policy and the curriculum on school exclusion and the issues and challenges of social justice and exclusion from school.

Module: 5SN008
Credits: 20
Period: 2
Type: Optional
Locations: University: Walsall Campus

The module will enable you to gain an understanding of the diversity of impairments within the Autistic spectrum. By drawing on a range of concepts, theories and principles you will be able to develop a theoretical understanding of both autism and the values and principles of inclusive practice, within a range of settings. You will have the opportunity to develop your knowledge and understanding of autism as a condition and how people with ASD can be successfully included in all aspects of daily life.

Module: 6ED015
Credits: 40
Period: 3
Type: Core
Locations: University: Walsall Campus

This module is the culmination your study and practice building upon your learning at level 4 and level 5 and provides you with the opportunity to develop your expertise and independent research skills in an area of your choice. This module builds on the proposal you developed for the module Becoming a Researcher that you studied at level 5. For this module you will develop your proposal into a research dissertation in collaboration with a supervisor you will be given. The Dissertation will involve you drawing on a wide range of literature and research to develop a critical review of previous theories, concepts and research around your chosen subject area. You will also have the opportunity to explore research methodology and methods that you can draw upon to develop your own research design. You will have the choice to undertake primary research or secondary research for your data collection to provide you with the opportunity to analyse key findings and reflect on what you have learnt.

Module: 6SN002
Credits: 20
Period: 3
Type: Core
Locations: University: Walsall Campus

In this module you will focus on specific teaching and learning issues relating to educational experiences of children with complex development and learning needs. You will explore the notion of ‘difference’ and theoretical dilemmas associated with it in an educational context and critically analyse a range of perspectives underpinning this issue. You will evaluate contemporary pedagogical perspectives relating to the education of children with complex intellectual, sensory and physical difficulties. By reflecting on the current educational discourse in respect of disability, you will construct ideas about how educational experiences can be improved for these learners by using appropriate pedagogical judgements.

Module: 6SN005
Credits: 20
Period: 3
Type: Core
Locations: University: Walsall Campus

In this module you develop your critical understanding of the theoretical perspectives underpinning Specific Learning Difficulties (SpLD). You will have the opportunity to examine the particular support requirements of individuals with SpLD and evaluate different approaches when meeting individual support requirements. You will also critically analyse the identification, assessment and enabling strategies with a focus on controversial issues surrounding dyslexia. You learning on this module will allow you to recognise the importance of promoting social inclusion for individuals with specific learning difficulties both within education and society.

Module: 6SN009
Credits: 20
Period: 3
Type: Core
Locations: University: Walsall Campus

The module will enable you to consolidate and extend your knowledge of the policy framework within which Special Educational Needs and Disability (SEND) legislation has been developed. You will analyse inclusion theories and the nature of the impact that SEND as a concept has had in England. It will enable you to develop a theoretical understanding of both statutory assessment and the values and principles of inclusive practice, within a range of settings. There will be an opportunity to consider, through comparative work with other countries and systems, alternative approaches to supporting children and young people with education, health and care needs. The impact of the "cliff edge" of provision at 25 for young adults will be considered and there will be critical analysis of the impact of SEND policy on families. By actively engaging with the module you will develop your understanding of statutory assessment and the ways in which processes such as this shape and define the concept and use of the term special educational needs.

Module: 6SN008
Credits: 20
Period: 3
Type: Optional
Locations: University: Walsall Campus

In this module you will have the opportunity to consolidate, extend and challenge your understanding of the notion of social inclusion. You will be able to apply your renewed comprehension of social inclusion to appraise the position of specific groups in 21st century society, with a particular focus on disability. By drawing on theoretical perspectives, such as feminist ideologies, international outlooks, media representations and research studies, you will cultivate critical insights into social issues which underpin the lives, opportunities and challenges of those in disadvantaged or marginalised positions.

Potential Career Paths

A range of employability skills is built into this programme in order that you develop and refine attributes that will be beneficial to you in the workplace, such as leadership, and professional learning using critical thinking, and skills of reflection. You will also develop and consolidate a range of employability and transferable skills, including sharing information, presenting information and digital literacy.  Employers are also interested in the broader skills you acquire, such as:

  • Written communication, developed through essays and reports.
  • Oral communication, gained through reasoned debates during seminars and presentations.
  • The ability to work as part of a team, through collaborative group work.
  • Research and analytical skills with the ability to judge and evaluate information.
  • Organisational and time management skills, by prioritising tasks to ensure academic, social, and work commitments are completed on time.
  • Negotiation, informally with peers and formally with staff.
  • Problem solving
  • Digital Literacy  

A degree in SENDIS is an excellent foundation for a career in special education working with children, young people and adults in a range of organisations: including special and inclusive education, early years, schools, colleges and social care.

Many of our students go onto further study.  The most popular option is the Postgraduate Certificate in Education (PGCE) in Primary Education, Secondary Education, or Post Compulsory Education, as many graduates go on to work as primary, further education or special education needs (SEN) teachers. Other popular courses include a postgraduate Masters in Education or other professional SEN programmes, including the National Award for Special Educational Needs Coordinators. 

Additional Information

Everything you need to know about this course!

We are proud of our long-standing tradition of research and study in Education, Special Educational Needs, Disability, and Inclusion. Staff members who teach you on this course are from a range of professional backgrounds including national and international experience in a range of educational settings, specialist provisions, health-related services and local authorities and now work in Higher Education. You will benefit from the team’s expertise, as they all actively engage in research and writing, including ‘mental health and resilience,’ ‘critical disability,’ ‘inclusive pedagogy’ ‘social exclusion’ and ‘inclusive practice in the early years.’

The Special Educational Needs, Disability and Inclusion Studies team have also engaged in international consultancy work and the delivery of international training programmes in the last few years including Myanmar and Thailand.

Your lived experience of this course will extend beyond the classroom.  You will be taught in our state-of-the-art teaching buildings at Walsall Campus, just a short walk from Walsall town centre and a bus ride from the centre of Birmingham and Wolverhampton.  Our provision includes buildings which are fitted with interactive whiteboards, lecture theatres, and classrooms as well as social learning areas which include the Student Union.

The Library will provide you with academic skills support via the Skills for Learning programme . You can attend workshops on campus or online or ask for one-to-one help on a range of skills such as academic writing and referencing. 1:1 online Skills appointments are also available.

The University Student Support website offers advice on a variety of matters (careers, counselling, student union advice, etc.) You can also access these services by booking appointment with the SU, careers, counselling services, etc.

Course Specific Support

  • You will be allocated a Personal Tutor
  • Specific assessment support will be factored into each module.
  • If you have disabilities and/or specific learning difficulties you can gain a wide range of support from Student Support and Well Being team at the university
  • Higher Education academic skills will be embedded throughout the curriculum.

You will be able to:

  • You will be able to demonstrate the underlying values and principles relevant to the ideologies of inclusion, and develop a personal stance which draws on your knowledge and understanding, including the diversity of learners and the complexities of the inclusion process.
  • Evaluate the societal and organisational structures and purposes of social systems, and the possible implications for all involved
  • Analyse inclusion concepts, theories and issues in a systematic way. Identify and reflect on potential connections and discontinuities between aspects of subject knowledge and their application in social policies and contexts
  • Process and synthesise a range of relevant empirical and theoretical data to present and justify your chosen position
  • Reflect critically on your own value system and relate this to the construction of disability and social diversity
  • Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility, decision making in complex and unpredictable contexts
  • Become digitally literate
  • Develop your professional and ethical practice to improve outcomes for children, young people, adults and their families

 

Location Mode Fee Year
Home Full-time £9250 per year 2022-23
Home Full-time £9250 per year 2023-24
Home Full-time £9250 per year 2024-25
Home Part-time £3120 per year# 2022-23
Home Part-time £4625 per year# 2023-24
Home Part-time £4625 per year# 2024-25
International Full-time £13450 per year 2022-23
International Full-time £14450 per year 2023-24
International Full-time £14950 per year 2024-25

The University is committed to a transparent fee structure, with no hidden costs, to help you make an informed decision. This includes information on what is included in the fee and how fees are calculated and reviewed

# Undergraduate part-time fees for 50% rate of study

September intake

Typical entry requirement: 96 UCAS points

  • A Levels - grades CCC / BCD
  • BTEC L3 Extended Diploma or OCR Cambridge L3 Technical Extended Diploma - grades MMM
  • BTEC L3 Diploma - grades DD
  • NCFE CACHE L3 Diploma in Childcare and Education or NCFE CACHE L3 Technical Diploma in Childcare and Education - grade C
  • Access to HE Diploma (60 credits) of which a minimum of 45 must be at Level 3 (96 UCAS point equivalence, minimum 45 credits at merit)

Use the UCAS Tariff calculator to check your qualifications and points

Please note that the January intake is only available for Level 6 (Year 3) entry

Applicants should hold a Foundation Degree in Supporting Children in Primary Education or other equivalent level 5 qualifications which will be considered on an individual basis.

Other Requirements

Entry to this course requires a Disclosure and Barring Service (DBS) Check.

Free Disclosure and Barring Service (DBS):

Due to the professional nature of some of our courses you may also be required to complete a Declaration of Health and Disclosure and Barring Service (DBS) Check.  We will coordinate both of these non-academic conditions with you should your course require this and you receive an offer from us

There will be no cost for the DBS this is free to applicants who have secured an offer and have chosen to study at the University of Wolverhampton.

Students must usually have studied for a minimum of two years post GCSE level. However, we will consider applications from mature students who do not have two years of post-16 study, where they have relevant work experience. Please see http://wlv.ac.uk/mature for further information.

Tabitha, 2nd Year BA (Hons) Special Educational Needs, Disability, Inclusion Studies

“I have worked with autism and SEN for a few years now, and I decided to further my career and education by coming to university. It’s really useful and interesting to hear about the theories behind the practices I now use and the ones I will use in the future. I am hoping to go on to a postgraduate degree in Speech and Language Therapy”  Tabitha, 2nd year, BA (Hons) Special Educational Needs, Disability, Inclusion Studies and Deaf Studies

 

Anneka, 2nd Year BA (Hons) Special Educational Needs, Disability, Inclusion Studies

''I chose this University because I wanted to further my knowledge on SEND after working in the field for 13 years. I am enjoying the  ‘Exploring Autism’ module the most as it is the main area of SEND that intrigues me” Anneka,  2nd Year BA (Hons) Special Educational Needs, Disability, Inclusion Studies

 

Thea, 2nd Year BA (Hons) Special Educational Needs, Disability, Inclusion Studies

“ I chose this university because of the course. Of 10 universities that I looked at – only one stood out!  I enjoy the variety of practical and theoretical knowledge”
Thea, 2nd Year BA (Hons) Special Educational Needs, Disability, Inclusion Studies

 

a BA (Hons) in Special Educational Needs, Disability student

Meet Jade and Jagdip, 2nd years studying for a BA (Hons) in Special Educational Needs, Disability, Inclusion Studies. Jade “is currently enjoying socialising and the Autism module”. She wants to become a SEND teacher in a primary school. Jagdip “enjoys the lectures and the teaching “and states that “face-to-face is so much better than online learning”.

 

Tuition Fees Loan (Home Fee Status):

Most students will be able to apply for a loans to pay for these subject to eligibility. To find out more information please refer to the government Student Finance website.

Changes for EU students:

The UK government has confirmed that EU students starting courses from 1 August 2021 will normally be classified as having Overseas Fee status. More information about the change is available at UKCISA:

EU citizens living in the UK with 'settled' status, and Irish nationals living in the UK or Ireland, will still be classified as Home students, providing they meet the usual residency requirements, for more information about EU Settlement Scheme (EUSS) click here.


Self-funding:

If you don’t want to take out a loan to pay your fees or if you aren’t eligible to receive a loan, you might want to take advantage of the University’s scheme to pay by instalments: See How to pay.

For more information please contact the Gateway.


Your employer, embassy or organisation can pay for your Tuition fees:

If your employer, embassy or organisation agrees to pay all or part of your tuition fees; the University will refer to them as your sponsor and will invoice them for the appropriate amount.

We must receive notification of sponsorship in writing as soon as possible, and before enrolment, confirming that the sponsor will pay your tuition fees.


Financial Hardship:

Students can apply to the Dennis Turner Opportunity Fund.

for help with course related costs however this cannot be used for fees or to cover general living costs.


Bursaries and Scholarships:

In addition the University also offers a range of Bursaries and Scholarships packages

You can find more information on the University’s Funding, cost, fee and support pages.

Telephone

01902 32 22 22

Email

enquiries@wlv.ac.uk

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