MA in Special and Inclusive Education

The MA Special and Inclusive Education programme is for educators seeking to enhance their expertise in inclusive education. Students will explore key topics such as support strategies, the complexities of inclusion, and children's rights to full participation in schools. The programme focuses on identifying and addressing barriers to inclusion, applying evidence-based practices, and supporting diverse learners. It equips graduates with the skills to foster equitable practices and drive change in education systems.

Please note that the MA Special and Inclusive Education does not confer Qualified Teacher Status (QTS).

Entry Requirements:

• Degree:

  • A relevant second-class honours degree (2:2) or its international equivalent.

  • Relevant experience may be required for certain programmes.

  • Non-UK qualifications will be assessed against this standard.

• For Malaysian Applicants:

  • Applicants without standard entry requirements but with substantial and relevant work experience may be considered.

  • Must pass the Accredited Prior Experiential Learning (APEL) assessment by the Malaysian Qualifications Agency (MQA).

• General Requirements:

  • Must hold a degree from a recognised university.

  • Various qualifications from different backgrounds are welcome.

  • Some programmes may require prior qualifications in related fields.

  • Interviews may be conducted for further evaluation if deemed necessary.

• English Language Requirements:

  • IELTS (Academic): 6.5 (no less than 6.0 in each element).

  • TOEFL (iBT): 90 (minimum 19 in Writing and Listening, 20 in Reading, 22 in Speaking).

  • PTE (Academic): 71 (no less than 65 in each element).

  • MUET: Band 4.5.

• Test Validity:

  • IELTS, TOEFL, and PTE test results must be less than two years old.

  • IELTS One Skill Retake is accepted.

  • IELTS Academic Online, TOEFL iBT Home Edition, and PTE Academic Online are not accepted.

  • MUET results are valid for five years from the release date.

Core Modules:

• Debating Special and Inclusive Education

  • Focus: Critical issues in special and inclusive education globally.

  • Topics:

    • Definitions of special and inclusive education.

    • Sociological, political, and theoretical perspectives of inclusion.

    • Inclusive pedagogies and systems.

• Practice Based Inquiry

  • Focus: Active consideration of practitioner inquiry and leadership in professional contexts.

  • Topics:

    • Conceptualizing practitioner inquiry relevant to work-based understanding and development.

    • Approaches to educational inquiry, with an emphasis on action research.

    • Developing an inquiry into your professional context.

• Dissertation

  • Focus: Substantive piece of scholarship, based on the interests and skills developed in the modules.

  • You will choose a topic in consultation with your course leader and supervisor.

Optional Modules:

• Communication and Literacy

  • Focus: Development of communication and literacy skills, especially in individuals with communication and literacy difficulties.

  • Topics:

    • Theories of communication and literacy development.

    • Impact of communication and literacy difficulties in individuals with learning disabilities, autism, Down syndrome, and dyslexia.

    • Communication and literacy assessments and interventions.

• Responding Mindfully to Challenging Behavior

  • Focus: Theories on behaviour and relationship management, and practical issues related to managing individuals with special needs.

  • Topics:

    • Reflexivity as a key skill in facilitating individuals and groups.

    • Theories and practices in managing relationships and behaviour in educational contexts.

    • Whole school issues in managing challenging behaviours and meeting the needs of individuals with social, emotional, and behavioural difficulties.