PgCert Special Educational Needs Coordination
incorporating the National Award for SEN Coordination
Part-time
This course is subject to reapproval
Location • City Campus
Subject area • Teacher education
Related subjects • Education studies
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Read profiles from students on this course.
This course has been developed for those who are currently working as special educational needs coordinators (SENCOs).
You learn to lead, develop and evaluate inclusive cultures, systems and approaches to education. These new skills help you to make a difference in your school and to the wellbeing, participation and achievement of children and young people who have special educational needs and disabilities. You reflect on, analyse and respond to current issues of practice through professional learning in the workplace and you are supported by experienced local special educational needs and disability (SEND) professionals.
You develop
• a critical understanding of the values, principles and dilemmas of inclusive practices and policies
• a specialist knowledge base enabling you to obtain, evaluate and communicate current information regarding special educational needs and disabilities.
• an active community of practice with SENCOs and experienced SEN professionals supporting your leadership of change
• the skills and practices of reflective practice to develop effective partnership working with pupils, families and colleagues
• the skills and practices of professional enquiry to enable you to evaluate the impact of practice
Experienced local SEND professionals mentor you as you develop and evidence your practice.Your university tutors specialise in SEND and draw on their experience of policy development, practice and research to support your reflections, enquiries and study skills.
You complete a number of assessments that are focussed on the development of effective practice in your school. Assessments include
• the design of professional guidance materials for colleagues concerning particular SEN or disabilities
• an evaluation of partnership working practice in your setting
• an action research project to raise the achievement and participation of children with SEND
• a journal reflecting on your journey as a SENCO and your understanding of inclusion, your leadership role and developments in your school.
Funding
To be eligible for funding you must
• be teaching in a school, academy, free school or pupil referral unit
• be the designated SENCO for your school
• have qualified teacher status
• be in the first three years of appointment to the role of SENCO.
Further details are available from the Department of Education.
This course leads to the mandatory National Award for SEN Coordination.
Find out more about PgCert Special Educational Needs Coordination
18 months part-time.
Starts in September. Includes nine teaching days once a month from Sept to Jan, typically on a Wednesday.
Complete the application form available at www.shu.ac.uk/study/form
2013/14 academic year
Self-funding students – typically £1,785 for the course
There is grant funding to support this course. Further details are available from the Department for Education at www.education.gov.uk
The course fee may be subject to annual inflationary increase. For further information on fees and funding see www.shu.ac.uk/funding
• design professional guidance materials • presentations • research project • reflective journal
Kali Mills
PgCert Special Educational Needs Coordination
'Initially I was extremely anxious about embarking on a masters level course while taking on the new and complex role of special educational needs coordinator (Senco). But a year later I feel panic at the thought that I could have been doing this job without the benefit of this course, and I don’t know how I would have managed it.
'The learning curve I have been on this year has been the most rewarding of my career. I have had the opportunity to study, in depth, aspects of my work that I would otherwise have dealt with in relative ignorance. I have been trained to reflectively analyse what I do, its effectiveness, and how to effect change and progress.
'I have been able to benefit from the immense expertise and wisdom of my University tutors, and to exercise my academic brain again. It has been so refreshing to be a student once more (but this time with purpose and less alcohol).
'Despite the heavy work commitment, I feel energised to put my acquired knowledge into action. I am constantly reminded what a privilege it is to be in my position, and have a renewed motivation to improve outcomes for students who have additional needs. I would not hesitate to recommend this course to any new Senco.'
Louise Grice
SEN coordinator at Oakwood High School, Rotherham
'The course is intellectually stimulating. It allowed me to critically examine my own practice and make further recommendations for where this could be improved and ultimately raising my status within the school. The modules are designed to complement and develop existing practice rather than create additional work. The support from Sheffield Hallam University and from my Local Authority was invaluable to my success on the course.'
Carol Clarke
SEN coordinator at Woodthorpe Primary School
'This course proved to be one of the most valuable pieces of training of my career. It enabled me to develop my reflective and critical analysis and helped me to advance my leadership capabilities. As a result I have been able to support and empower others to take on greater responsibility for inclusive provision.'
Sarah Bustamante
SEN coordinator at Nether Edge Primary School, Sheffield
'Starting the course as a new SENCO meant that I was experiencing the day to day workings of the SENCO role for the first time, but had the opportunity to access the academic/theory alongside as part of the course. Learning (through the course) and experiencing (in school) at the same time has given me a solid foundation of knowledge upon which I am now building my practice. '
'The course provided me with a valuable ‘overarching’ knowledge of current theory that lies behind the role of the SENCO, which I refer to in many of my dealings in the role on a daily basis.'
Profiles
Kali Mills
PgCert Special Educational Needs Coordination
Louise Grice
SEN coordinator at Oakwood High School, Rotherham
Carol Clarke
SEN coordinator at Woodthorpe Primary School
Sarah Bustamante
SEN coordinator at Nether Edge Primary School, Sheffield
