Inclusive Education MEd (Formerly Special and Inclusive Education) - Manchester - Greater Manchester - University of Manchester - I21680

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Inclusive Education MEd (Formerly Special and Inclusive Education)

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Inclusive Education MEd (Formerly Special and Inclusive Education) - At the institution - Manchester - Greater Manchester

  • Objectives
    The course provides students with the opportunity to engage critically with theory, research and practice in inclusive education, and explores a range of different perspectives. Students have opportunities to observe school practice and to carry out their own research projects in schools. There is a strong emphasis on applied research. The theory explored within course sessions is examined in the context of practice in the field. In this way the course addresses global issues of inclusion, while at the same time enabling students to engage with, and study, the ways in which governments, local authorities, schools and local communities can reduce barriers to participation and learning for all children. The course aims to develop critical skills in the evaluation and analysis of current research, theory and practice in special and inclusive education; and to foster an ethos of independent and collaborative learning and research.
  • Entry requirements
    Entry requirements: A good honours degree, or the overseas equivalent, in any discipline. Applicants must have experience of working in the field of education.
  • Academic title
    Inclusive Education MEd (Formerly Special and Inclusive Education)
  • Course description
    Course description

    The course provides students with the opportunity to engage critically with theory, research and practice in the field of special and inclusive education, and explores a range of different perspectives. Students have opportunities to observe school practice and to carry out their own research projects in schools. There is a strong emphasis on applied research. The theory explored within course sessions is examined in the context of practice in the field. In this way the course addresses global issues of inclusion, while at the same time enabling students to engage with, and study, the ways in which governments, local authorities, schools and local communities can reduce barriers to participation and learning for all children.

    Module details

    The MEd is a modular course and is worth 180 UCET points.  The dissertation carries 60 credits.  The other 120 credits are divided between six course units, each carrying 15 credits, and one double unit carrying 30 credits. Each 15 credit unit is normally a course of 9 weekly 2.5 hour sessions sometimes taught in the evenings. However, some course units will be taught in full day sessions, thus enabling part-time students to arrange to have days off work. In addition to this, students will be expected to complete their own independent work for each course unit. Normally this is 125 hours per 15 credit course unit.

    Understanding the Development of Inclusive Education (Part 1: EDUC70141 and Part 2: EDUC70481)

    School Based Inquiry and Development  (Part 1: EDUC70161 and Part 2: EDUC70471)

    Developing Researcher Competence (EDUC70102)

    Psychological Perspectives on Special Needs (EDUC60722)

    Social Psychology of Education (EDUC60732)

    School Improvement (EDUC70382)

    Teaching and learning

    The course units are delivered through lectures, tutorials, group work and practitioner based inquiry approaches in schools. We encourage both individual and cooperative learning and research. We acknowledge and appreciate the wealth of knowledge and practical experience which students bring to the course. You will have opportunities to use electronic data bases, library resources and computer based statistics packages.

    Progression and assessment

    A written assessment for a course unit usually totals 3000 words (6000 for double course units). They may be in the form of reflective accounts, essays, critical reviews, research reports and presentations. The dissertation is a report of an empirical research project which investigates an aspect of special and inclusive education and is 12-20,000 words long.

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