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BEngrt Special Educational Needs Coordination
In Sheffield ()
This course has been developed for those who are currently working as special educational needs coordinators (SENCOs) and is mandatory for all SENCOs appointed since 2008. This course will enable you to meet the learning outcomes as prescribed by the government.
You learn to lead, develop and evaluate inclusive cultures, systems and approaches to education. These new skills help you to make a difference in your school and to the wellbeing, participation and achievement of children and young people who have special educational needs and disabilities.
You reflect on, analyse and respond to current issues of practice through professional learning in the workplace and you are supported by experienced local special educational needs and disability (SEND) professionals.
• a critical understanding of the values, principles and dilemmas of inclusive practices and policies
• a specialist knowledge base enabling you to obtain, evaluate and communicate current information regarding special educational needs and disabilities.
• an active community of practice with SENCOs and experienced SEN professionals supporting your leadership of change
• the skills and practices of reflective practice to develop effective partnership working with pupils, families and colleagues
• the skills and practices of professional enquiry to enable you to evaluate the impact of practice
You have access to current SEND practitioners who share up-to-date practice. Your university tutors specialise in SEND and have complementary experience across age phases and special and mainstream schools. Their expertise supports your understanding of inclusive principles and practice, using research and theory to support your reflections, enquiries and study skills.
You complete a number of assessments that are focused on the development of effective practice in your school. Assessments consist of two practice-based portfolios
Portfolio 1 – SENCO as manager
To take into account
Study a course developed for those who are currently working as special educational needs coordinators (SENCOs). You learn to develop inclusive cultures, and evaluate approaches to education. These new skills help you to make a difference in your school and to the wellbeing and achievement of young people who have special educational needs.
Entry requirements 2017 entry requirements You must be a qualified teacher who is • designated as the SENCO or • an inclusion manager or • in a position to undertake the duties of a SENCO You also need a document from your head teacher supporting your application and to provide your sponsorship details. The course is designed for new SENCOs but we also welcome applications from experienced SENCOs. You may also be able to claim credit points which can reduce the amount of time it takes to complete your qualification at Sheffield Hallam. Find out more
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12 months part-time
You attend up to ten teaching/tutorial/study days which are spread over the course duration.
Typical modules may includeCore modules
SENCO as manager: evaluation and developing policy and provision
This module enables special educational needs coordinators (SENCOs) to engage critically with their management role evaluating, reporting on and developing policy, systems and provision in the context of national legislation and guidance, current knowledge on effective practice and wider equality and human rights agendas.
SENCO as leader: people, principles and partnerships
This module enables special educational needs coordinators (SENCOs) to engage critically with their leadership role in the context of the principles of inclusion, person centred planning and working in partnership with colleagues, children and young people and their families.
Modules cover • inclusive principles and values • social and medical modules of disability • the role of the SENCO in analysing organisational needs and managing change • the national policy context for SEN and disability including the SEN Code of Practice • equality and data protection requirements • formulating and reviewing policy • accessing and interpreting school data - tracking progression and participation • provision mapping • designing, evaluating and reporting on systems and provision • lesson study and action research methods • rights and duties under equality legislation • person centred planning and partnership working • the local context for the implementation of Child Assessment Framework (CAF), school support and Education Health Care Plans (EHCPs) • leadership • role of the SENCO in leading professional learning • holistic assessment • researching and evaluatiing current knowledge and debates regarding high incidence special educational needs and disabilities • theories of learning and development • identifying needs and barriers to learning and participation • systematic evaluation in professional contexts
BEngrt Special Educational Needs Coordination