MA Inclusive Education
At a glance Prog. code:
- Course length:
- 3 years part time
- Start dates:
- January, May and September
- Programme code:
- PGX30Z
- Mode of attendance:
- All modules are only available by distance study (online)
- Course leader:
- Ruth Green
- Overview & facilities
- Location & map
- Content & modules
- Entry & applying
- Fees & funding
- Careers & placements
- Open days
- NASCO
- Graduate and student case studies
Overview & facilities
MA Inclusive Education at Middlesex University is a fully online course based upon gaining knowledge of best practice in an area of specialism through research and literature, implementing this and researching the effect or impact on your practice. This may be through practical, self-directed learning activities. Participants are encouraged to focus assignments on identified institutional and personal needs and to use practitioner action enquiry and reflective practice as a learning model.
Teachers/tutors focus their scholarship, research and enquiries on developing more effective practice in a specialist area while gaining a masters in inclusive education. The course is available to teachers / tutors in the UK and overseas and is run in a totally distance learning mode. Participants can opt for a specialist route through the programme leading to a named award of:
- MA Inclusive Education (SEN and Inclusion)
- MA Inclusive Education (Specific Learning Difficulties)
- MA Inclusive Education (Gifted Education)
- MA Inclusive Education (Social, Emotional and Behaviour Management)
- MA Inclusive Education (Bilingual Learners)
Some of the special features of the MA Inclusive Education:
- Study anywhere in the world
- Combine work with this online mode of part time study
- Excellent distance learning support available through our virtual learning environment from tutors and from our Learning Resources service
- Accreditation of Prior Learning APL is available in all but the dissertation module, allowing you to gain credit for prior study and therefore shorten your overall study period.
Download the Programme leaflet
Middlesex University, in partnership with Real Training, now offer the National Award for SEN Coordination (NASCO). Please read our NASCO FAQs to find out more.
Location & map
All modules are taught online, so can be studied from anywhere in the world.
Content & modules
All students take one module from the list of specialisms:
- SEN and Inclusion
- Specific Learning Difficulties
- Gifted Education
- Social, Emotional and Behaviour Management
- Bilingual Learners.
You will gain comprehensive background knowledge and understanding to a high level of complex issues in areas of curriculum/pedagogy/inclusive practice for pupils in your selected field (SEN, SpLD, gifted and talented children, bilingual learners or social, emotional and behavioural difficulties). You’ll critically examine policy and inclusive practice and acquire new insights in the teaching and learning of pupils in your field. You’ll evaluate and make sound judgements about the effectiveness of interventions and management aimed at improving learning for pupils, and learn to apply best practice in your workplace. As part of the module, you’ll build a portfolio containing research on policy and guidance/ theoretical perspectives, audit and needs analysis, planning for development and evaluation research, evidence of implementation through a case study approach, impact evaluation and conclusions and recommendations. You’ll learn how to communicate conclusions drawn to a professional audience.
This is the step off point for the Postgraduate Certificate.
Postgraduate Diploma and MA students additionally take:
Action Enquiry for Improvement
This generic action research module is designed for you to select your own practice-based project and use the research and enquiry model to develop your practice and provide evidence of impact. The syllabus includes the process of collaborative action enquiry, the use of action enquiry within school improvement initiatives, planning action enquiry for improvement, and undertaking and sustaining an action enquiry for improvement. You’ll choose the focus of your enquiry based upon your own and institutional needs for improvement.
This is the step off point for the Postgraduate Diploma.
MA Students additionally complete:
Dissertation
You will develop mastery of complex and specialised area knowledge and demonstrate critical and analytical reference to your own field of criticism and enquiry. You will be required to plan and conduct small-scale research, preparation phase, and research methods. You will create a literature review and select the appropriate research methods and methodology to apply. You will demonstrate expertise in conducting specialised and advanced skills of research, presentations, interpretation and analysis. You will display the ability to bring research ideas, enquiry and analysis into synthesis in written dissertation. You will accept accountability for related decision-making including use of supervision.
Accreditation of Prior Learning APL is available for all but the dissertation module, allowing you to gain credit for prior study and therefore shorten your overall study period. APL is granted at the discretion of the course leader.
The programme is wholly by distance learning. The learning time for each 60-credit-point module is 600 hours.
Assessment is entirely by coursework. They are marked on a graded scale which is criterion referenced, although overall the work is assessed on a pass-fail basis. The dissertation is15,000 to 20,000 words.
Entry & applying
Standard entry requirements
To be accepted to study on the MA Inclusive Education degree at Middlesex University, we normally require a good honours degree, or equivalent qualification, in an appropriate subject. We also require you to have teaching experience. We also consider candidates with other relevant qualifications and individuals with a minimum of three years' work experience. Those without formal qualifications need to demonstrate relevant work experience and the ability to study at postgraduate level. Tutors with experience of specific learning difficulties or other areas of specialism will be considered.
International entry requirements
We accept the equivalent of the above from a recognised overseas university, to find out more about the requirements from your country, see further information under support in your country.
English language requirements
You must have competence in English language and we normally require Grade C GCSE or an equivalent qualification. The most common English Language requirements for international students are IELTS 6.5 (with minimum 6.0 in all four components) or TOEFL paper based 575 (no less than 4.5 in test of written English) or TOEFL internet based 90 (with no less than 19 in each component) Middlesex also offers an Intensive Academic English course (Pre-Sessional) that ranges from 5-17 weeks, depending on your level of English. Successful completion of this course would meet English language entry requirements. For more information on applying for the pre-sessional please email english@mdx.ac.uk. For details of other equivalent English language requirements that Middlesex accepts see international entry requirements.
Applying
Please apply directly to the university for this course using the attached application form.
For further information please contact:
Joanna Sifonios
Programme Administrator
Email: J.Sifonios@mdx.ac.uk
Tel: +44 (0)20 8411 6587
Fees & funding
The fee per 60 credit module for commencing MA Inclusive Education students with Qualified Teacher status in England (QTS) is £840. This fee is only applicable up to and including May 2012 entry.
The fee per 60 credit module for commencing MA Inclusive Education students from the UK/EU without QTS is £1860 .Non-QTS - UK/EU £1860. This fee is only applicable up to and including May 2012 entry.
The fee per 60 credit module for commencing MA Inclusive Education students from outside the UK/EU, and without QTS, is £2340. This fee is only applicable up to and including May 2012 entry.
Careers & placements
After completing the course many past students have moved into management positions in mainstream and special education as well as in advisory work. Students report a close connection between their studies and improved inclusive practice.
Our careers service offers you a range of support both while you’re studying with us – and after you’ve graduated.
Open days
For this course we offer the opportunity to book individual visits to our Hendon campus in London. See the location and maps tab for information on how to get here.
An individual visit will offer you the opportunity to learn more about Middlesex, and get a feeling for what life is like on our campuses.You can chat to our staff, learn more about your chosen subject and you’ll really get a feel for what life as a Middlesex postgraduate will be like.
Book your visit now– make sure you select postgraduate, Hendon campus.
NASCO
Middlesex University, in partnership with Real Training, now offer the National Award for SEN Coordination (NASCO). Please contact Joanna Sifonios to find out more or read our NASCO FAQs to find out more.
Graduate and student case studies
Many students find that the MA Inclusive Education helps them to work toward promotion. The practice-based approach of the course enables you to work toward performance management targets at the same time as gaining confidence as practitioner researchers.
Student Case study - A UK student working in London
This student on the MA Inclusive Education was promoted to the Senior Leadership Team at her secondary SEBD school whilst on the course. She commented that:
'My performance management targets related to improving teaching and learning across the school in order to secure better outcomes for students. Working on the course helped me to feel more confident and motivated. I read widely about best teaching practice and this helped me to develop the skills to make sound judgements about teaching and learning. The more I read the more understanding I gained making it easier to identify strengths and weaknesses in my practice and therefore to provide the necessary support to other teachers. I developed the skills of reflection and critical analysis.
'The outcome of my study has been to engineer a robust monitoring and evaluation culture to ensure that standards for all pupils across the school are raised in a truly inclusive culture. The course has helped me to implement my philosophy that no child should be left behind.'
International student case study: Salma Kahlidi
A student living and working in Palestine has found that the wholly distance learning nature of the course has enabled her to keep in touch with theory and practice outside of her own country. At times the online learning provided a life line which helped her to develop professionally in the challenging environment of her country. She believes that this programme has been the only possible means for her professional development.
'Its positive impact is not only reflected in my day to day work in my school, but also on a national level through my community work since we have no access to any form of training in inclusive education in Palestine.
'The programme has been very enriching professionally, and I thank you for encouraging me to join and carry on regardless of all the challenges that still exist.
'I have been continuously working on my research through readings and practical work which helped me to develop my profession. As an active advocate for inclusive education in Palestine, I strongly believe that joining Middlesex University has built my confidence and helped me in gaining knowledge which has not only reflected on the quality of my work but also on the community as a whole,
'This has been my main achievement and accomplishment.'
International student case study: Diena
Diena, living and teaching in a school for pupils with autism in the Yemen, writes that:
'The MA Inclusive Education has been a great learning experience. I have been able to gain confidence and put into practice what I have learnt. This is with the support of my tutor, colleagues and the online discussions. The feedback and discussions were very good; and it has been fascinating to gain perspectives from other people and from other countries and backgrounds. It was also helpful that I could contact my tutor by email as I would sometimes need some advice which she responded to always.
'I have gained confidence in the area of SEN and inclusive education. This new confidence enabled me to raise awareness about autism and SEN by being involved in organising conferences and at a macro level in the Yemen I have gone on to meet with the Minister for Social Affairs and Labour who oversees SEN policy and I was able to discuss with him issues of inclusion and how we can move inclusive policy and practice forward in the Yemen.'
Case study of a teacher working in an all girls comprehensive school in London as a Deputy SENCo
'The research has helped me to understand much more about good teaching that has more of an impact on the individual's learning. It has also helped me to understand how to find out about students' strengths and weaknesses and why students may struggle when studying Maths.
'The research will have an impact on my intervention teaching as well as impacting on my class
teaching role in the future. I have increased my understanding of assessment for learning and personalised learning which have helped the development of more appropriate schemes of work for intervention groups. My teaching and planning have improved significantly and plans are now clearly aimed at the areas that the students need to develop.
'The training of other SEN and Maths staff I undertook as part of the module has helped to share teaching methods and strategies that other teachers and TAs can use to help students. This also helped to promote discussion and develop further planning for interventions.
'The course has helped me to provide an inspiring and constructive curriculum which personalises every student's learning as well as to help work toward our school aspiration of providing a learning environment which develops an enquiring mind and a love of learning.'
