This module introduces students to inclusive strategies, which can be used to design inclusive learning environments. Students will have the opportunity to explore theoretical foundations of inclusive design approaches, which emphasise the importance of environmental and universal approaches to support inclusion. Theoretical foundations such as critical pedagogy and the social model of disability will provide a lens through which to view an inclusive design approach. Learner variability will be explored and embraced through an exploration of literature and content which supports a movement towards education for social justice. Students will have the opportunity to apply inclusive design principals to their own context to support planning, assessment and delivery. Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice .

1. Recognise the importance of learner variability and diversity (disability, ethnicity, socio-economic backgrounds etc.)
2. Interrogate their own beliefs and values relating to inclusion and where barriers may exist
3. Critically evaluate theoretical foundations of a universal design approach e.g. critical pedagogy
4. Articulate an understanding of the social model of disability and its role in recognising barriers in environmental design
5. Understand the importance of recognising and removing barriers to inclusion
6. Analyse the three principles of Universal Design for Learning and their potential to support a more inclusive learning environment
7. Demonstrate application of inclusive strategies to their own contexts

This module focuses on developing an understanding of Deafness and Hard of Hearing (D/HH). Students will be introduced to the history of Deaf, Deaf culture and Deaf identity. It will provide information on different communication approaches. The module will develop an understanding of the legislative framework of service delivery to deaf children, the range of provision and communication options available, service delivery to deaf children and importance of inter-agency working. The nature of deafness and types of amplification will be explained. Students will develop a theoretical understanding of language acquisition in D/HH children. They will analyse the potential effects of deafness on the language learning process, and the central position of those around the child in supporting communication. This will provide a foundation for knowledge around how to support the D/HH child in a school setting in such a way as to encourage autonomy and self-management. Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice .

1. Critically evaluate Deaf history, culture, and Deaf identity
2. Critically evaluate the nature of Deafness and Hearing Loss
3. Critically examine the range of audiological assessments
4. Critically examine the acquisition and development of language in D/HH children
5. Critique a range of evidence-based interventions and inclusive UDL approaches suitable for students who are D/HH
6. Critically examine types of amplification and assistive technology
7. Investigate the social and emotional aspects of differences associated with D/HH
8. Appraise the role of parental support, self-advocacy and empowerment approaches, and positive attributes of D/HH, Deaf culture and Deaf identity

This module focuses on developing awareness, knowledge and skills required for supporting students with literacy differences and dyslexia. It examines the issues, debates, and most recent research regarding the development of literacy, and the nature of and current conceptualisation of dyslexia and how the two are related. Utilising a neurodiversity lens and underpinned by UDL approaches, the module addresses how to identify and support students arising from these differences through evidence informed approaches. Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice.

1. Critically evaluate the concepts of literacy and dyslexia including theoretical nature of differences arising from literacy and dyslexia
2. Critically examine the acquisition and development of literacy
3. Critique assessment and identification methods in relation to literacy and dyslexia
4. Critique a range of evidence-based interventions suitable for students with learning differences in regard to literacy and dyslexia
5. Evaluate suitable assistive technology approaches for literacy and dyslexia
6. Critically reflect on factors which influence productive dispositions with regard to literacy: s ocial and emotional aspects of differences associated with literacy and dyslexia including self-advocacy and empowerment approaches

This module will provide a comprehensive overview of general learning disabilities and its implications for schools, teachers, students and learning. The module will focus on understandings of general learning disabilities: developmental pathways, characteristics, current supports and approaches in the context of current education policy and legislation . This knowledge will facilitate students in making a critical assessment of educational policy and practice regarding inclusive provision for these students in education. Students will be guided in developing school-wide and individual plans to support students with general learning disabilities in special and inclu sive contexts . Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice.

1. Critically evaluate theor e tical understandings of general learning disabilities (GLD) including presentation and characteristics of GLD
2. Examine the historical and current approaches to supporting students with GLD
3. Determine the diversity across the continuum of GLDs and the implications for practice, c ritiquing a range of evidence-based interventions
4. Appraise GLD causes and factors contributing to additional learning needs arising from individual differences, social and school environments
5. Appraise the identification and assessment procedures in relation to GLDs
6. Develop school-wide and classroom plans that provide an inclusive environment for students with GLD

This module focuses on developing a thorough understanding of the concept of numeracy and its underpinning principles. Acquiring the knowledge and skills necessary to identify students with learning differences in numerac y, in particular, dyscalculia is a core tenet of the module . Theorists and t heories underpinning numeracy development and dyscalculia are studied. T he module addresses how to support students arising from these differences through evidence informed approaches. In addition, it will enable the participant to critically appraise the implications of numeracy in the development of a board and balanced curriculum, to demonstrate a knowledge and understanding of adaptive reasoning and to critically reflect on factors which influence productive disposition with regard to numeracy. Over the course of the module, learners will develop skills of self-reflection and reflexion in applying new understanding, knowledge, and skills to practice.

1. Critically evaluate the theoretical nature of numeracy and dyscalculia
2. Critically appraise the identification and assessment methods in relation to numeracy and dyscalculia
3. Critically appraise the implications of numeracy including concepts of early numeracy and number sense, the concept of numeracy and its guiding principles, and the factors which influence the acquisition of numeracy skills
4. Examine key number facts and operations, as well as functional number skills
5. Critically examine a range of inclusive, evidence-based UDL approaches, methodologies and interventions suitable for students with learning differences in numeracy and dyscalculia
6. Critically appraise the importance of productive disposition in relation to numeracy, as well as the social and emotional aspects of differences associated with numeracy difficulties and dyscalculia

This module aims to develop awareness, knowledge , skills and understanding required for supporting learners with a diagnosis of autism, against the backdrop of current policy. It explores the concept of autism as varied and experiential, informed by current research and community perspectives. Guided by the neurodiversity affirmative paradigm, this module aims to equip students with the knowledge to create an inclusive environment and facilitate a flexible approach to teaching and learning. Best-practice approaches and evidence-based supports will be examined. Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice .

1. Critically evaluate theoretical understandings of Autism and their implications for policy and practice.
2. Appraise the historical context, current legislation, conventions, policies, documents, reports, and guidelines which are relevant to practice.  
3. Articulate an understanding of autism and appreciate the varied presentations of autism .  
4. Appraise identification and assessment procedures to recognise and plan for individual learning strengths and differences.  
5. Recognise the diversity of experiences among the autistic community and the implications for practice in the education context.
6. Critically evaluate evidence-based supports/approaches for supporting the school experiences of autistic individuals.  

This module examines the design and process of educational research , enabling participants to develop and design a research study for their MA dissertation. The module enhances participants critical, methodological and practical skills necessary for conducting research. Key areas considered include the value of research in society and professional settings, research approaches, identifying and formulating research questions, data collection tools, and data analysis.

1. Identify, critique and apply appropriate research methodologies to a specific research area of their choice and which is relevant to their pathway;

2. Make full use of library and electronic search facilities;

3. Use pertinent literature as a resource to develop understandings and to illuminate data and evidence to be collected;

4. Conduct a literature search and present a critical evaluation of the literature research findings;

5. Identify a suitable area and/or issue for investigation which has professional and pathway relevance;

6. Develop a clearly articulated hypothesis/research question;

7. Design and produce a detailed research framework;

8. Extend and deepen their understanding of a chosen area of investigation;

9. Develop an appreciation of reliability, validity, dependability, credibility and contexts as they apply to chosen methodologies;

10. Reflect on and evaluate ethical issues pertaining to research;

11. Critically evaluate qualitative and quantitative research approaches and methods;

12. In light of the literature reviewed and the data and evidence collected, refine and elaborate both their own personal theories/values and those of others;

13. Reflect on and assess the potential to have an impact within their own context/organisations;

14. Develop as researchers and reflective practitioners;

15. Prepare, structure and present work employing appropriate academic guidelines;

16. Demonstrate originality, initiative and reflection;

17. Produce a brief synopsis of the proposed investigation to a tutor and to a peer tutor group for guidance and support;

18. Identify and critique the research process proposed including instrumentation, sampling and analyses;

19. Justify their chosen approach/methodology, identifying issues and limitations;

20. Complete a Dissertation Proposal.

The dissertation module is a crucial component of the MA programme, enabling participants to explore an area of personal and professional interest through a 20,000-word research dissertation. The area researched aligns with the Advanced Research Methods proposal, completed earlier. The research dissertation fosters originality, initiative, and reflective thinking as participants organise and apply their research skills in a professional context. The research dissertation aims to contribute to a broader understanding, inform policy development and impact practice in both professional and academic arenas.

1. carry out an investigation of personal interest and professional relevance to the standards of Masters level research requirements;

2. complete and submit a dissertation to the standards and within the time and length parameters outlined in the dissertation handbook;

3. have reached a level of competence and confidence within the area of study which allows them to enhance their own professional performance and contribute to the professional development of colleagues in that area;

4. have reached a high degree of critical awareness of the opportunities and challenges for their professional organisation or institution arising out of the findings of their research;

5. be able to act as change agents within their organisation /institution as a result of their learning;

6. be able to enter into critical dialogue with the wider professional and academic community on the topic/issues pursued in their dissertation.