This module aims to develop a deep understanding of the principles and practices that promote inclusivity across various contexts. Students will critically evaluate the implementation of universal design principles, analyse the range of supports available to marginalised or disadvantaged groups, and develop appropriate responses to support these individuals. Through reflection and by fostering a critical consciousness, students will explore inclusive strategies and work practices, recognising and challenging deficit thinking cycles that impact equal access. The module also covers the implications of policy and legislation on equality, inclusion, and accessibility, equipping students with the skills to design and develop targeted resources that support inclusive practices. Through learning about community engagement initiatives, students will be well-prepared to advocate for and implement inclusive practices in their professional and personal lives.

1. Identify and recognise the impacts of marginalisation on specific groups.
2. Analyse the deficit thinking cycles that impact equal access, and critique existing inclusion infrastructure.
3. Evaluate the range of supports available to individuals from marginalised or disadvantaged groups across a range of contexts, including the role and impact of digital innovations.
4. Critically reflect upon the implementation of inclusive strategies and work practices with respect to accessibility across a range of contexts, including the ethical implications of deploying digital technologies, considering accessibility, privacy, and potential biases, and community engagement initiatives.
5. Design an appropriate strategy to support individuals from marginalised or disadvantaged groups.
6. Develop targeted resources that support inclusive practices.

This module examines the pivotal role of leadership in inclusive practice, emphasising the interplay between theory and practice in fostering equitable environments. It aims to build advanced skills for leading, managing, and innovating within diverse contexts and community settings. Through engagement with theoretical frameworks, evidence-based methodologies, and reflective practices, students will develop competencies in organisational leadership, strategic policy formulation, and inclusive, research-based strategies. A core focus is placed on developing and sustaining inclusion infrastructure, the systems, policies, and collaborative structures that underpin inclusive environments across interagency and interdisciplinary settings. This holistic approach prepares students to address the complex needs of diverse populations, driving inclusive and transformative change through leadership and development.

1. Define and critically evaluate inclusive practice, including its theoretical foundations, frameworks and relevance across educational, healthcare, community, interagency, and interdisciplinary settings.
2. Design and implement evidence-based, inclusive policies and practices, contributing to the development of sustainable inclusion infrastructure that addresses diverse individual and community needs.
3. Demonstrate proficient leadership competencies, including strategic decision-making, problem-solving, and team management, to develop inclusive and collaborative environments.
4. Engage in critical self-reflection and professional development, formulating a personal leadership action plan that supports ongoing growth in inclusive, interagency, and interdisciplinary leadership.

This module explores the theoretical underpinnings of transformative approaches to inclusive pedagogy and how these apply across diverse settings. Students will explore social justice theory, anti-bias, critical race theory, anti-oppression, intersectionality, interculturalism and cultural competency, analysing these theoretical frameworks alongside empirical case studies. Through engagement in discussions related to equity, diversity and access students will develop a depth of understanding in relation to the systemic barriers to inclusion faced by marginalised communities. By integrating theoretical knowledge with practical application, students will be supported in designing and implementing inclusive interventions that support inclusion and belonging.

1. Critically evaluate transformative approaches in the context of marginalised communities and their effectiveness in addressing social inequalities.
2. Evaluate theoretical frameworks pertinent to inclusion and analyse empirical case studies to increase understanding of inclusive practice.
3. Analyse systemic barriers to inclusion and the impact of these barriers on the rights of service users across a range of diverse settings.
4. Reflect on personal assumptions in relation to inclusion taking into account anti-bias, interculturalism, anti-oppression, critical disability studies and social justice

This module supports students in applying theoretical knowledge to practical experience within a professional setting that actively creates the conditions where all individuals, particularly those from marginalised or under-represented groups, can participate meaningfully. Students will undertake an action-based project, involving the planning, implementing, and evaluating initiatives to improve access, participation, and outcomes for individuals or groups within the identified setting. Through this process, students will develop key professional skills, engage in reflective practice, and critically assess the effectiveness of inclusive approaches and active engagement. The module aligns with ethical and professional standards, emphasising responsibility, accountability, and the importance of ongoing professional development. Combining theory and practice prepares students for professional roles that support inclusivity and engagement.

1. Apply theoretical knowledge to practice by designing, implementing, and evaluating an action-based project.
2. Develop and apply professional skills such as communication, teamwork, leadership, and problem-solving to engage with stakeholders effectively.
3. Critically reflect on personal and professional development, identifying strengths, challenges, and strategies for growth in inclusive practice.
4. Assess and enhance inclusive practices by identifying barriers, proposing improvements, and implementing strategies for equitable participation.
5. Demonstrate ethical and professional responsibility by navigating dilemmas, upholding professional standards, and making informed decisions.
6. Plan, deliver, and evaluate an inclusive practice project, ensuring it meets the needs of individuals from marginalised and under-represented groups.

This module aims to equip students with the knowledge and skills to design, implement, and evaluate inclusive projects promoting physical and mental well-being, particularly for marginalised communities. Students will explore the principles of inclusion, understand marginalised groups' unique challenges, and learn contemporary approaches to promote meaningful participation in various activities. Through theoretical knowledge, practical application, and active engagement, students will develop strategies to create supportive environments that enhance all individuals' health, well-being, and social-emotional development. The module emphasises a Human Rights and strength-based approach, encouraging students to become advocates for inclusive practices. By collaborating with local communities, healthcare professionals, educators and social care workers, students will gain hands-on experience and insights into the importance of partnerships and collaborative efforts in promoting well-being and inclusion.

1. Identify and discuss the sources of prejudice, perceptions, and stereotypes that have historically hindered the participation of individuals from marginalised communities in physical, non-physical and cognitive activities.
2. Illustrate how contemporary approaches and access to meaningful participation in physical and cognitive activities across various contexts can liberate individuals from marginalised communities, leading to healthier lifestyles.
3. Articulate an understanding of the evidence-based practices, knowledge, theories, concepts and methods that contribute to meaningful inclusive practices, which will enhance participation from a Human Rights, strength-based approach to the individual’s will and ability to participate across various physical, cognitive and environmental contexts.
4. Develop and enact an activity using strategies to promote life-long learning that will enhance the health, well-being, social-emotional and physical development of individuals from marginalised communities.

This module aims to build on students' prior knowledge of research, equipping with the skills and knowledge necessary to conduct research that promotes inclusive practices in a variety of settings. It offers a broad overview of the culture of research relevant to inclusion, and provides both theoretical foundations and an opportunity for practical application to prepare students to design a capstone research project. The module seeks to develop and apply students' grounding in research, enriching their understanding through further exposure to key debates in evidenced-based inclusive practice. Research ethics, professional standards and advocacy will be embedded in the context of learning throughout the module. Students will engage in an independent project, exploring workable methodologies from a range of disciplines to inform findings and approaches relating to inclusivity. They will critically evaluate existing research, identify gaps, and develop their own research questions. Through this process, students will gain a deep understanding of the challenges and creative opportunities in promoting inclusive practices and will be prepared to make unique contributions to the professional and academic communities through their research findings.

1. Formulate research questions that address issues of inclusivity.
2. Identify gaps in existing research literature on inclusive practices.
3. Design and implement a research project using appropriate methodologies.
4. Analyse and interpret research data to draw meaningful conclusions.
5. Critically evaluate the implications of research findings for policy and practice.
6. Communicate research findings effectively through written and oral presentations.

Centring on effective and inclusive transition planning, the module explores the challenges and barriers individuals may encounter when developing skills and competencies for the world of work and community engagement. It offers a critical insight into various models of transition, policy and legislative frameworks, and best practices for transition planning processes and strategies across different professional sectors. The module is underpinned by values of rights, independence, choice, and control.

1. Critically analyse traditional and contemporary models of transitions from a rights-based perspective, evaluating outcomes for children and adults.
2. Examine relevant policy and legislative drivers (and barriers) affecting successful transitions for individuals.
3. Critically evaluate strategies for initiating, planning, and delivering transition programmes, with a focus on multidisciplinary roles that support inclusive participation in the workplace and community.
4. Formulate and discuss strategies to engage and enhance the capacity of employers, community leaders, and organisations in creating inclusive environments for people.

This module offers a comprehensive and critically reflective study of mental health and well-being across the lifespan. It traces the evolution of mental health concepts, critically engaging with historical, medicalised, and institutional approaches, while placing strong emphasis on contemporary, rights-based, and socially informed perspectives. Students will explore a wide range of psychological, social, cultural, and structural determinants that shape mental health outcomes in diverse populations and communities affected by trauma, discrimination, or marginalisation. The module challenges deficit-based thinking by foregrounding strengths-based, trauma-informed, recovery-oriented, and neuro-affirmative models. It integrates current research and theory with applied learning, preparing students to evaluate and implement evidence-informed interventions that promote psychological resilience, inclusion, and wellbeing in everyday practice. The module will draw connections between policy, lived experience, and ethical practice. Students will develop the capacity to support mental health across the lifespan in dynamic and person-centred ways across a range of educational, social care, community, and interdisciplinary settings.

1. Describe the evolution of contemporary and historical approaches to understanding psychological well-being and mental health, evaluating foundational theories and their impact on modern practice.
2. Critically appraise the determinants of mental health and well-being, considering how social, psychological, environmental, cultural, and economic factors intersect to influence outcomes in diverse populations.
3. Analyse evidence-based strategies and programmes for promoting and maintaining well-being across various sectors, assessing the efficacy of different frameworks and approaches.
4. Demonstrate competency in identifying and responding to mental health challenges in diverse contexts, utilising core counselling principles and recognising signs of distress, appropriate responses, and referral pathways.
5. Evaluate and apply evidence-based strategies for the prevention of problematic substance use, including alcohol and other drugs, and assess their impact on mental health and well-being.