Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
1
Programme Title
Special and Inclusive Education
2
Programme Code
EDUT034
3
JACS Code (if applicable)
Not applicable
4
Level of Study
Postgraduate
5a
Final Qualification
Master of Education (MEd) – Special and Inclusive Education
5b
Position in the QAA Framework for
Higher Education Qualifications
Masters
6a
Intermediate Qualification(s)
Postgraduate Diploma (PGDip), Postgraduate Certificate
(PGCert)
6b
Position in the QAA Framework for
Higher Education Qualifications
Masters
7
Teaching Institution (if not Sheffield)
Not applicable
8
Faculty
Social Sciences
9
Department
Educational Studies
10
Other Department(s) involved in
teaching the programme
None
11
Mode(s) of Attendance
Part-time, Distance Learning (Trinidad)
12
Duration of the Programme
2-3 years
13
Accrediting Professional or Statutory
Body
None
14
Date of production/revision
June 2007
15. Background to the programme and subject area
The Caribbean programme began in 1989 with the provision of a Diploma in Special Education. At that time, the
programme was a response to policy proposals forthcoming from the Ministry of Education in Trinidad and
Tobago in which was identified the need for over 500 teachers to be trained in the area of Special Education.
Several graduates of that programme as well as other interested teachers from special schools and from the
mainstream were recruited onto to the Masters in Special Education in 1993 and then on to the Masters in
Special and Inclusive Education in 1995. Through the programme a significant cohort of trained special
educators were able to be recruited as Special Education Facilitators (the equivalent to SENCOs in the UK)
within the Ministry of Education in Trinidad and Tobago. In that way the programme had satisfied its objective of
providing a sound resource of well trained, professional special educators within the education system. During
the period 1998 and 2002 there was significant and rapid decline in this resource however, as a direct result of
(a) no further opportunities for professional development in the area being offered; (2) ambiguity in the status of
the trained facilitators and (3) an aggressive marketing strategy for the recruitment of teachers to other islands
in the Caribbean, the USA and the UK.
A renewed call for trained special educators has been issued again by the Ministry of Education. This call
comes in the light of a global agenda of Education for All, which, under the auspices of UNESCO enjoins
developing nation states to fulfil specific targets for inclusion. The Caribbean Community (CARICOM) have
responded regionally to this mandate and therefore local targets and strategies have contributed to a Caribbean
response to the Education For All agenda. As such education systems within the member state of CARICOM
are similarly affected by the new wave of education reforms and modernisations projects. Further, the Education
For All agenda has encouraged the implementation of Universal Secondary Education where every child is now
guaranteed a place at secondary schools. This latter policy strategy has brought with it several challenges to the
system which have impacted upon limited resources available for the provision of special educational services
particularly for those children who have not been adequately prepared for secondary education. In addition, the
practice of inclusion has resulted in the changing role of special schools in which their focus is now on being on
resource centres and an increasing number of disabled students being educated within mainstream settings.
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In addition, in Trinidad and Tobago the guarantee of a secondary place for every child has resulted in the
creation of new categories of secondary classes. Students who have attained 30 % and below on the 11+
examination are placed in these ‘special classes’. It is expected that teachers assigned to these classes have
some experience and training in special education. 200 teachers who are assigned/ or are to be assigned to
these classes are exposed to a 60 hour short term course which would lead to a professional award. All of these
reforms have impacted on teachers’ ability to meet new mandates.
The University of Sheffield has been invited to contribute to the professional education of teachers by reintroducing its Masters in SPIE for teachers and others concerned with education who will provide leadership in
teaching and research in special education and inclusive practice.
16. Programme aims
The aims of the MEd Special and Inclusive Education (Trinidad) are to:
1. Offer those working in education opportunities to engage with theory, reflect upon practice and evaluate
research that underpins practice
2. Provide opportunities for long-term professional development for teachers
3. Enhance teachers’ knowledge, understanding and skills in ways that meet the training needs of teachers
4. Equip teachers with research skills which enable them to identify areas of concern, plan strategies for
improvement, implement their plans and evaluate the effectiveness of their work.
5. Provide academic and professional qualifications to special educators.
17. Programme learning outcomes
Knowledge and understanding: On completion of the PG Certificate in Special and Inclusive Education,
students will be able to demonstrate:
K1
Their understanding of some aspects of educational practice, in relation to their own professional context
K2
Familiarity with a range of key research literature relevant to the study of education
K3
Evidence of critical engagement with educational practice and issues of teaching quality
In addition to the above, on completion of the PG Diploma in Special and Inclusive Education, students will be
able to demonstrate:
K4
Critical understanding of key issues within four core curriculum areas in which education can be analysed
K5
Familiarity with a range of key research literature relevant to four core curriculum areas
In addition to the above, on completion of the MEd in Special and Inclusive Education, students will be able to
demonstrate:
K6
Advanced knowledge, understanding and skills in the field of special and inclusive education
K7
A critical understanding of research methodologies, methods and techniques relevant to the field of
special and inclusive education
Skills and other attributes: On completion of the PG Certificate in Special and Inclusive Education, students
will be able to demonstrate:
S1
An ability to critically evaluate educational policy and practice at national, local and school level
S2
An ability to produce a piece of written work that will demonstrate an ability to synthesise work in practice,
review relevant literature and develop a coherent and sustained argument
Skills and other attributes: On completion of the PG Diploma in Special and Inclusive Education, students will
be able to demonstrate:
S3
An ability to plan, conduct and evaluate a small-scale research project linked to the work environment
S4
An ability to evaluate research methods and decide on appropriateness for specific research questions
S5
An ability to explain their own research plans and assist in critiquing the research plans of students
working in similar areas
In addition to the above, on completion of the MEd in Special and Inclusive Education, students will be able to
demonstrate:
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S6
An ability to carry out an independent, sustained study to the appropriate standard (which involves the
skills of research design, choosing appropriate methods, data analysis and writing a research report).
S7
Originality in the application of knowledge
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
The programme’s teaching is research-led. Research-led teaching is fostered through scholarly activity of staff,
appropriate use of research in the relevant fields and the development of students’ own research skills. Students
are encouraged to develop as active and independent learners and teaching and learning activities have been
developed which are appropriate to these aims.
The programme is delivered through distance learning. Distance learning within this context is defined using the
terms identified within the Quality Assurance Agency (QAA) Guidelines on Distance Learning (March, 1999).
Two dimensions best describe the provision offered: ‘Materials-based learning’ and ‘Learning supported from
the providing institution remotely from the students.’ On the distance learning programmes, students are
supplied with learning resources and material, attend two study schools per academic year and are supported
by local tutors (based in the Caribbean) throughout the programme. The learning resources are developed to
provide opportunities for students’ reflection on material in light of their own professional contexts. Distance
learning teaching and learning materials include: material written specifically for the programmes, selected
readings, Web based material (on WebCTVista), CD ROM and video material. Study schools incorporate
lectures (which are used to impart knowledge), seminars (an interactive forum, tutor or student led, in which
students explore key aspects of knowledge and understanding), workshops (tutor guided students engage in a
range of activities focused on a specific topic e.g. research methods) and tutorials (to support academic
progress).
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
The PG Certificate and PG Diploma are assessed through assignments which take the form of essays and
reports. The Masters is assessed through a dissertation. At the Certificate level students are required to
successfully complete two 6,000 word assignments. At the Diploma level students are assessed on the basis of
four 6,000 word assignments. The M.Ed. is assessed on the basis of four 6,000 word assignments and a
20,000 word dissertation.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
Subject Benchmark Statements
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmarkstatements.aspx
Framework for Higher Education Qualifications (2008)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-educationqualifications-in-England-Wales-and-Northern-Ireland.aspx
University Strategic Plan
http://www.sheffield.ac.uk/strategicplan
Learning and Teaching Strategy (2011-16)
http://www.shef.ac.uk/lets/strategy/lts11_16
Department of Educational Studies’ Teaching and Learning strategy
Quality Assurance Agency (QAA) Guidelines on Distance Learning (March 1999)
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20. Programme structure and regulations
Recent educational initiatives and policy developments have meant that many educational professionals need to
draw from a range of disciplines with educational studies. The programme has, therefore, been designed to
enable students to continue to develop substantive knowledge and understanding of the field of Special and
Inclusive Education. All students take the first core module, the Foundation of Special Education Module which
introduces them to fundamental philosophical, sociological and curriculum issues in special and inclusive
education.
The second module is also a core module that introduces students to research methodology and methods. This
research module develops further the introduction to educational research and preliminary study of research
methodologies introduced through the Foundation Module, tutorials and first study school. Different perspectives
on educational research are introduced and the difference between method and methodology are discussed.
Students consider the role of the researcher within the educational research process. Students to be awarded
the postgraduate Certificate are expected to exit at the course at this point.
Continuing student progress to module three which is a core module entitled: Social and Emotional Aspects of
Learning. In this module students will: consider current understandings of the social and emotional development
of children and young people; explore theories and methods used in supporting vulnerable children and young
people; extend skills in intervention in relation to social and emotional difficulties; and, examine different
approaches to social and emotional difficulties, at the level of the individual, the group and the school as an
organisation
The fourth core module is entitled: Evolving Understandings in Teaching and Learning. This module focuses on
two major activities in teachers’ lives: teaching and assessing. It considers how these activities are linked to
teachers’ understandings of how people learn. It argues that richer understandings of learning can lead to better
practice in teaching and assessing – and it enquires what ‘better practice’ might mean. Students to be awarded
the PG Diploma are expected to exit at this point.
The dissertation is equivalent to two modules. Students will pursue a focused and in-depth research study of
their choice and produce a 20,000 word dissertation.
Students can choose to exit after completion of 60 credits, at which point they would be awarded a PG
Certificate or on completion of 120 credits, at which point they would be awarded a PG Diploma. Students who
go on to complete the dissertation of 60 credits, thus gaining 180 credits overall, are awarded the MEd.
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
The MEd in Special and Inclusive Education is based on a firm commitment to the progressive development of
education in the Caribbean Region through the critical and informed engagement with educational theory, policy
and practice. To this end, the programme embodies the democratic values of tolerance, respect for others and
open discussion and debate, and is informed by the academic values of critical inquiry, intellectual
independence and respect for evidence. The work will assist students in developing their current practice, to
locate relevant research studies in the literature, to critically evaluate these and to conduct their own small-scale
research projects. Through their dissertation research, they will acquire the knowledge to contribute to the
growth of understanding in an aspect of education that particularly interests them. The programme seeks to
provide a detailed analysis of teaching and learning in order to advance the students’ understanding of their
profession and to extend their thinking and positively influence their behaviour so that they could become more
effective within the field of education.
The programme is all at Masters level and so progression is related to the width and breadth of subject
knowledge developed through the programme. The students are supported in the development of skills,
knowledge and understanding through carefully staged tasks which promote independent learning. The
progression built into the programme with regard to the development of critical awareness, ability to synthesise
research and write research reports, is reflected in the range and level of tasks set at study schools, local
tutorials and reflected in the written programme materials. The development of key skills is targeted in the first
year and students are taught critical reading and writing skills, research skills and how to structure and write
assignments. In the final year, these skills are extended to include focus on conducting a research study.
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22. Criteria for admission to the programme
General requirement for the MEd normally require candidates to posses a first degree. Applicants without a first
degree may register for a Diploma in the first instance, provided their qualifications and experience are deemed
acceptable by the Board, with transfer to the Master’s programme on completion of satisfactory coursework.
Detailed information regarding admission to the programme is available at http://www.shef.ac.uk/prospective/
23. Additional information
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can
be accessed via our Student Services web site at www.shef.ac.uk/ssid.
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