Collaborative Working: Education and Therapy - PgCert

There is a need for improved collaboration around children with additional needs and disabilities. Different professional systems can result in different perspectives and philosophies — things get ‘lost in translation’. More effective collaboration can make a real difference to children. This course has been developed to respond to this need.

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; and
• 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, ‘pupils’ 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 (and/or others) 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
• 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 through development of a proposal for a work-based project.

Structure and exit awards

To obtain the PgCert (60 credits), you will complete three 20-credit modules.

You can also register as an associate student to complete a single module for CPD. On completion of a single module, you may wish to complete further modules and progress your studies to a named award. Contact Cathleen Hunter for more information on single module study.

Teaching, learning and assessment

Teaching comprises a combination of lectures, group exercises, projects and online discussion. A fully online (distance) 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. Small class sizes ensure that individuals receive excellent support and benefit from sharing their experiences with like-minded professionals.

Teaching hours and attendance

Class contact at QMU or online learning options are available. If you choose to study with class contact, course content will be delivered through two Saturdays and one Wednesday evening per module with additional online activities. For online (distance) learners there is no class contact and modules are accessed using QMU’s virtual learning environment comprising self-directed study and online activities. Online (distance) learners and classroom learners will collaborate together using the same virtual learning environment.

Class sizes

We expect 15 students to enrol for this course each year.

Teaching staff

You can read more about the teaching staff on this course at the bottom of this page. Please note that teaching staff is subject to change.

• Supporting Evidence Informed Inclusive Learning (20 credits)
• Effective Collaborative Working (20 credits)
• Working Together in Practice (20 credits)

NB The modules listed are correct at time of posting (October 2022) but are subject to change. In the event that modules change, QMU will seek to use reasonable endeavours to ensure that there is no detrimental impact on students.

This course is particularly beneficial for teaching staff as part of their Professional Update, and 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. It meets the needs of those who want to enhance their practice and develop their knowledge and understanding of contemporary theories at a master’s 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 seniority with responsibility for leading innovation in collaborative working with partner agencies.

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.

International: You will be required to provide evidence of English language competence at no less than IELTS 6.5 with no individual component score less than 6.0.

Applying for this course

This course is currently suspended.

Application deadline

N/A

Terms and Conditions

The delivery of this course is subject to the terms and conditions set out in our 2023/24 Entry - Terms and Conditions (Postgraduate).

Contact Cathleen Hunter (Programme Leader) or Contact Admissions

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