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PgCert Special Educational Needs Coordination

incorporating the National Award for SEN Coordination

Study a course developed for those who are currently working as special educational needs coordinators (SENCOs). You learn to develop inclusive cultures, and evaluate approaches to education. These new skills help you to make a difference in your school and to the wellbeing and achievement of young people who have special educational needs.

Course description

This course has been developed for those who are currently working as special educational needs coordinators (SENCOs) and is mandatory for all SENCOs appointed since 2008. This course will enable you to meet the learning outcomes as prescribed by the government.

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

You have access to current SEND practitioners who share up-to-date practice. Your university tutors specialise in SEND and have complementary experience across age phases and special and mainstream schools. Their expertise supports your understanding of inclusive principles and practice, using research and theory to support your reflections, enquiries and study skills.

You complete a number of assessments that are focused on the development of effective practice in your school. Assessments consist of two practice-based portfolios

Portfolio 1 – SENCO as manager

This consists of

• an evaluation of school policy relating to special educational needs and disability in relation to current national policy and guidance. This involves engaging with parent voice

• an evaluation of the school’s additional provision for children and young people with special educational needs. This includes an analysis of school data and lesson study to inform effective provision mapping

Portfolio 2 – SENCO as leader

This consists of

• developing the role of SENCO as leader through evaluating and developing effective partnerships with other stakeholders

• designing professional guidance materials to support colleagues in making effective provision for children with particular SEN or disability

Further information
For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.

Entry requirements

2017 entry requirements

You must be a qualified teacher who is

• designated as the SENCO

or

• an inclusion manager

or

• in a position to undertake the duties of a SENCO

You also need a document from your head teacher supporting your application and to provide your sponsorship details.

The course is designed for new SENCOs but we also welcome applications from experienced SENCOs. You may also be able to claim credit points which can reduce the amount of time it takes to complete your qualification at Sheffield Hallam. Find out more

International and European entry qualifications

If you are an International or non-UK European student, you can find out more about the country specific qualifications we accept on our international qualifications page.

Course structure

12 months part-time

You attend up to ten teaching/tutorial/study days which are spread over the course duration.

Starts September

Typical modules may include

Core modules

SENCO as manager: evaluation and developing policy and provision
This module enables special educational needs coordinators (SENCOs) to engage critically with their management role evaluating, reporting on and developing policy, systems and provision in the context of national legislation and guidance, current knowledge on effective practice and wider equality and human rights agendas.

SENCO as leader: people, principles and partnerships
This module enables special educational needs coordinators (SENCOs) to engage critically with their leadership role in the context of the principles of inclusion, person centred planning and working in partnership with colleagues, children and young people and their families.

Modules

Modules cover • inclusive principles and values • social and medical modules of disability • the role of the SENCO in analysing organisational needs and managing change • the national policy context for SEN and disability including the SEN Code of Practice • equality and data protection requirements • formulating and reviewing policy • accessing and interpreting school data - tracking progression and participation • provision mapping • designing, evaluating and reporting on systems and provision • lesson study and action research methods • rights and duties under equality legislation • person centred planning and partnership working • the local context for the implementation of Child Assessment Framework (CAF), school support and Education Health Care Plans (EHCPs) • leadership • role of the SENCO in leading professional learning • holistic assessment • researching and evaluatiing current knowledge and debates regarding high incidence special educational needs and disabilities • theories of learning and development • identifying needs and barriers to learning and participation • systematic evaluation in professional contexts

Assessment Portfolio 1 – evaluation and review of policy, and analysis of additional provision for children and young people with SENPortfolio 2 – evaluation of partnership with stakeholders, and design of professional guidance materials

Employability

This course enhances your skills as a special educational needs co-ordinator so you can continue to improve the school experience. It also develops your leadership skills, enabling you to explore whole issues and development. It is also suitable if you want to work in an advisory or support role in the area of SEND.

Academic credits gained by successfully completing this course can be used towards a master's degree.

Fees

Home / EU student

Please note tuition fees may increase in each subsequent academic year of your course, subject to government regulations on fee increases and in line with inflation. More information can be found in the ‘Tuition Fee Increases’ section of our Fees Regulations (PDF, 2.10 MB)

2016/17 academic year

Typically £2,100 for the course

Postgraduate loans of up to £10,000 are available across the majority of subject areas.

2017/18 academic year

Typically £2,135 for the course

International student

2016/17 academic year

Typically £4,170 for the course

2017/18 academic year

Typically £4,420 for the course

Additional course costs

This link allows you to view estimated costs associated with the main activities on specific courses. These are estimates and, as such, are only an indication of additional course costs. Actual costs can vary greatly depending on the choices you make during your course.

Additional costs information

How to apply

Complete the application form available at www.shu.ac.uk/study/form

You also need a document from your head teacher supporting your application and to provide your sponsorship details.

The closing date for applications is 31 August 2017. When applying supply your highest qualification (for example, PGCE certificate), teacher reference number and two references, including one from your head teacher or a member of the leadership team.

Any offer of a place to study is subject to your acceptance of the University’s Terms and Conditions and student Regulations.

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