If you are an education or allied health professional who works with children and young people, this course may be of interest. It will equip you to support children or young people with additional support needs/special educational needs to access the curriculum and participate in school life through enhanced collaborative working.

Course Overview

On this course, you will:

■ engage with contemporary inclusive learning issues, related legislative frameworks and policy, and relate these to your own practice context;

■ learn to critique evidence-based approaches and strategies to facilitate collaboration and inclusion for children with additional support needs;

■ have the opportunity to identify and advance practice in an area of innovative collaborative working within your workplace/service.

In the context of this course, ‘pupil/s’ are defined as children or young people who are attending school (this can be within early years, primary or secondary school, in mainstream or special school settings). These pupils have additional support needs, which are currently, or could be in the future, supported by the direct or indirect assistance of education and therapy staff working collaboratively. Additional support needs or special educational needs could include challenges in the areas of:

■ speech, language and communication;

■ learning difficulty (eg dyslexia);

■ emotional/ social/ mental health issues;

■ physical disability and

■ complex needs.

Critical evaluation of collaborative practice issues in relation to inclusive learning are central to the course. You will also have the opportunity to identify and advance practice in collaborative working and inclusive learning in schools though development of a proposal for a work based project.

This course supports continuing professional development of education and health professionals working with children and young people, through gaining postgraduate credit.

Exit Awards

PgCert (60 credits)

Learning, Teaching and Assessment

Teaching is comprised of a combination of lectures, group exercises, projects and on-line discussion. A fully distance (on-line learning) option is also available. Methods of formative assessment include evaluation of critical incidents, case studies, work based projects, self appraisal and/or reflective reports, and online discussions and postings. Summative assessments comprise written assignments submitted at the end of each module. Normally, there are less than 20 students on this course. This ensures that individuals receive excellent support and benefit from sharing their experiences with like-minded professionals.

Teaching Hours and Attendance

The usual timescale for completion is two years. Class contact at QMU or distance learning options are available. If you choose to study with class contact, course content will be delivered through two to three Saturday and Wednesday evening sessions with additional on-line activities. For distance learners there is no class contact and modules are accessed using Queen Margaret University’s virtual learning environment: comprising self-directed study and on-line activities. Distance learners and classroom learners will collaborate together using the same virtual learning environment.

Modules

15 credits: Evidence informed inclusive learning; 15 credits: Enabling effective collaborative working;

30 credits: Working together in action

The modules listed here are correct at the time of posting (July 16), but are subject to change. In the event that modules have to change, QMU will seek to use reasonable endeavours to ensure that there is no detrimental impact to students.

Studying Single Modules Only

Register as an associate student to study some single modules in areas of interest.

Careers

This course is particularly beneficial to teaching staff as part of their Professional Update. The course supports Allied Health Professional career development in line with Health and Care Professions Council (HCPC) standards, professional body standards and the NHS Knowledge and Skills Framework. This programme meets the needs of staff who want to enhance their knowledge, understanding and practice, and to develop their understanding of contemporary theories at a Masters level, meeting requirements for career progression. This course aims to recruit those who wish to develop expertise and skills in their personal practice and/or those who are working in, or wish to progress towards, positions of expertise with responsibility for leading innovation in collaborative working with partner agencies.

Quick Facts

■ This is an innovative interdisciplinary learning opportunity for education staff and allied health professionals.

■ Course tutors are experienced practitioners and research-active academics. Our very active research in this field feeds directly into this course, helping to inform the teaching and keep you up to date.

■ This course is designed with working professionals in mind. The course can be accessed by distance learning or classroom attendance.

Entry Requirements

Relevant professional or practical experience is essential. Successful completion of a relevant degree or an equivalent qualification will normally be required. It is possible for candidates with alternative qualifications and appropriate relevant professional experience to be considered.

Criminal Records Check: Normally the usual professional criminal record checks should be in place.

Application Deadline

November

More Information and Contacts

Dr Donald MacIver, dmaciver@qmu.ac.uk, +44 (0)131 474 0000

Please Note:

The delivery of this course is subject to the terms and conditions set out in our 2017/18 Entry - Terms and Conditions (Postgraduate).

 

Course Overview

Duration
Part-time: normally 2 years
Start Date
January 2018
Study Abroad
No
School
School of Health Sciences
Subject Area
Fees & Funding