Liverpool Hope University

Education and Special Educational Needs (MA)

Liverpool Hope University
In Liverpool

Price on request
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Important information

Typology Postgraduate
Location Liverpool
Duration 12 Months
Start Different dates available
  • Postgraduate
  • Liverpool
  • Duration:
    12 Months
  • Start:
    Different dates available
Description

Overview
* This course qualifies for the New £10,000 Postgraduate Loan Scheme (PGL)
The MA Education and Special Educational Needs programme is designed for practising teachers, educators and others with a personal or professional interest in the field of education. The programme aims to provide opportunities for engagement with the key theories, concepts and ideas in education.
This programme is part of the ‘Interdisciplinary Studies in Education’ suite of research-informed Masters provision. It offers each student a choice of awards that means they can tailor the available provision to their own research interests.
By studying at Liverpool Hope University, you will be joining an academic community with a strong record in educational research. You will study in a supportive learning environment and be encouraged to develop your own research profile.

Facilities (1)
Where and when

Location

Starts

Liverpool (Merseyside)
See map
Hope Park, L16 9JD

Starts

Different dates availableNow taking bookings

To take into account

· Requirements

print this page share this course Entry Requirements Normally a First Class or Upper Second Class Honours Degree in a relevant discipline. Applications from students who do not hold a 1st or 2:1 Honours Degree (or equivalent) will be asked to demonstrate potential to achieve a Masters award via a sample of academic writing and interview before an offer is made. Please note that a satisfactory Enhanced Disclosure from the Disclosure and Barring Service (formally the Criminal Records Bureau – CRB) is required for students where they are required to visit settings other than their...

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What you'll learn on the course

Credit
Disability
Philosophy
Psychology
Teaching
University

Course programme

<div id="tab2" class="tab grid_8 alpha hide-on-small" style="display: block;"> <div class="courseLinks hide-on-medium-down"> <img src="/media/liverpoolhope/styleassets/cssimages/media,975,en.gif" alt="print Icon" style="width : 24px; height : 24px; "> <span><a href="javascript:window.print()">print this page</a></span> <span class="st_sharethis_custom" st_processed="yes"><a href="#">share this course</a></span> </div> <h2>Curriculum</h2> <p>The full Masters award requires you to gain 180 credits, including a dissertation. The curriculum is constructed from 60-credit ‘Blocks’ of provision, from which students will choose two of the combinations permitted. Each 60-credit Block comprises either two 30-credit or four 15-credit modules.</p> <h4><strong>Disciplines of Education</strong></h4> <p>Term 1<br> <span style="text-decoration: underline;">Core Philosophers of Education (15 credits)</span></p> <p>This module examines the development of philosophy of education from a historical perspective.&nbsp; The approach taken in this module is similar to that of 'history of ideas' modules in philosophy courses where a range of historical figures from philosophy of education will be discussed.&nbsp; Students will engage with historical figures such as Plato, Hegel, Rousseau, Buber, Dewey and more modern thinkers such as Arendt and Freire.&nbsp; In this module students will critically engage with these philosopher's views on education.&nbsp;</p> <p><span style="text-decoration: underline;">History of British Education 1750 to the Present Day (15 credits)</span></p> <p>This module explores the political, social and cultural factors that have helped shape reform processes in British education (primary, secondary and university-level) since the late 18<sup>th</sup> century. Throughout this module, seminars will focus on interactions between pupils, students, teachers, activists and state institutions in attempts to alter systems of education as well as forms of teaching and learning. In particular, students will have the opportunity to explore how significant social, economic and political shifts such as the industrial revolution, the introduction of universal suffrage and the creation of the welfare state shaped attempts to transform education in the United Kingdom over the last 250 years.</p> <p>Term 2</p> <p><span style="text-decoration: underline;">Educational Inequalities in the Global Age (15 credits)</span></p> <p>This module examines education and inequality in a global age. This module will look at the role education plays in reinforcing and/or equalising societal hierarchies with a particular focus on social class, gender and ethnicity/race. The impact of wider social developments, such as marketisation of education and globalisation will be examined. The theories taught on this module will include critical and emancipatory theories, drawing on the work of sociologists such as Pierre Bourdieu and Basil Bernstein, as well as approaches of feminist and critical race theory. Drawing on these theories, students will analyse and evaluate the potential of education for social justice.&nbsp;</p> <p><span style="text-decoration: underline;">Psychology of Education (15 credits)</span></p> <p>The module will explore contemporary theoretical approaches within developmental psychology. It will be covering biological, cognitive, social cognitive, neuro-cognitive, social and emotional areas development. The module will also be both research informed with a specific focus on the inter-relationships with classic and contemporary research paradigms within early and mid-childhood development and current theorising. A range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of child development will be central to this module.</p> <p>OR</p> <p><strong>Pedagogy: Theory and Practice block</strong></p> <p>Term 1</p> <p><span style="text-decoration: underline;">Learning, Teaching and Assessment (30 credits)</span></p> <p>This module aims to develop participants’ understanding of a range of learning, teaching and assessment strategies which promote learners’ progress in order that all can achieve their full potential. They will be helped to develop self-direction and originality in problem-solving in relation to the module content, and act autonomously in planning and implementing change in their educational setting, taking account of current thinking and literature in related areas.</p> <p>Term 2</p> <p><span style="text-decoration: underline;">Curriculum Theory &amp; development (30 credits)</span></p> <p>This module aims to support development of subject knowledge in the participant’s subject discipline or age phase specialism. It is focused on contribution to curriculum development within the educational setting. Participants will be guided in critiquing a range of guidance and policy documents relevant to practice with a view to identifying the key concepts and perspectives on which they are based and how they relate to and influence practice.</p> <p>AND</p> <h4>Special Educational Needs block</h4> <p>Term 1</p> <p><span style="text-decoration: underline;">Critical Disability Theory (30 credits)</span></p> <p>Focusing on critical theory from the modern and postmodern eras, this module provides a basis for an interrogation of Disability Studies and Special Educational Needs. From Freud to Foucault, Goffman to Garland-Thomson, Derrida to Davis, McRuer to Murray, and so on, the module follows the progression of critical disability theory from the early twentieth century to the present day. Though explicitly theoretical, the content of the module is grounded in experiential knowledge. Concepts such as stigma, the normate, panopticism, normalcy, narrative prosthesis, dismodernism, crip theory, aesthetic nervousness, autistic presence, and the metanarrative of blindness are explored in relation to social, cultural, and individual attitudes toward impairment, disability and education.</p> <p>Term 2</p> <p><span style="text-decoration: underline;">Segregation, Integration and Inclusion (30 credits)</span></p> <p>As Baglieri and Knopf (2004) suggest human differences are ordinary, yet education continues to mark out some human differential characteristics as 'abnormal' and in need of 'special' education. Therefore, this module intends to map out how learner's differences have been conceptualised across time and examine the range of influences that have been significant to the changing landscape of what we now call SEN.</p> <p><br>After completion of the taught phase (when both Blocks are completed and 120 credits has been successfully gained) then students will begin the research phase, whereby they will study a Research Methods module and then embark on a Dissertation that synthesises the two Blocks that they have studied.</p> </div>

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