MEd Inclusive Education: Research, Policy and Practice

Inclusion and equity are global priorities in education according to the United Nations. This programme considers learner diversity (e.g. disability) and encourages practitioners to critically engage with questions such as: Which learners are disadvantaged or excluded in our education systems? How can we develop socially just practices, policies and research, that support the access, participation and achievement of all learners?

WHY THIS PROGRAMME

• This programme has been developed to encourage practitioners to develop and deepen their knowledge and experience in the area of inclusive education by critically engaging with research, policy and practice.
• Our courses will support learners to critically engage with the concepts of Special and Inclusive Education, Additional Support for Learning (ASL), Special Educational Needs (SEN) with a view to develop practitioners who are committed to the development of equitable and socially just education contexts.
• Our research-informed courses cover topics such as disability, autism, behavior, labelling, gifted and talented, dyslexia, inclusive pedagogy, curriculum, Universal Design for Learning, equity and educational disadvantage.
• The learning processes are intended to assisting practitioners to gain confidence in their ability to create positive, inclusive environments for learners in current, rapidly changing educational contexts.
• The MEd/ PGDip/ PGCert in Inclusive Education: Research, Policy and Practice has been designed to meet the needs of national and international practitioners who can complete their degrees as full-time or part-time students.
• You can tailor research projects to provide the maximum relevance and benefit to your interests and work.

CAREER PROSPECTS

The programme will support your career development as an inclusive practitioner. It will support class teachers from the early years to the secondary level, special education professionals, head teachers and other professionals in educational leadership roles, education administrators, Higher Education lecturers and researchers in their professional development with regards to policy, research and practice in the field of inclusive education.