Education (Inclusive Education)

Entry requirements

An upper second-class honours degree or international equivalent in any discipline.

For applicants who are currently completing a degree, we understand that their final grade may be higher than the interim grades or module/unit grades they achieve during their studies.

We will consider applicants whose interim grades are currently slightly lower than the programme's entry requirements. We may make these applicants an aspirational offer. This offer would be at the standard level, so the applicant would need to achieve the standard entry requirements by the end of their degree. Specific module requirements may still apply.

We will consider applicants whose grades are slightly lower than the programme's entry requirements, if they have at least one of the following:

• evidence of significant (minimum of 1 year) relevant work experience in roles within the disability related sector such as teaching, teaching support, human rights/social justice organisations, advocacy work, non-government oragnisations.
• a relevant postgraduate qualification.

If this is the case, applicants should include their CV (curriculum vitae / résumé) when they apply, showing details of their relevant work experience and/or qualifications.

See international equivalent qualifications on the International Office website.

Months of entry

September

Course content

This pathway focuses on inclusive education. It explores and critiques barriers in society that prevent the inclusion and participation of disabled people (and those with labels of 'special' educational needs) as individuals with rights to citizenship. It rejects charity and individual deficit model interpretations that have - and continue to - place disabled people as in need of charity, cure, treatment and care. The programme draws upon the lived experiences of disabled people, their self-organisation, user-led campaigns for justice, and equality in education.

The programme introduces a fundamental conceptual shift in understanding the purpose and function of education, asking questions about who it benefits and who it excludes. Alongside raising questions about the discrimination and exclusion of disabled people from mainstream society, it explores their active participation in education, further and higher education. It critiques the use and notion of 'special' with reference to the shifting educational terminology in contemporary society. It discusses the place of personal experience with reference to the intersectionality between age, gender, 'race', religion, sexuality and social class, and takes a cross-cultural perspective. It draws upon (critical) disability studies within education and is supported by current research, practice and theory. It also explores the policy and legislative context and provides an international perspective, particularly highlighting the issue of human rights.

The programme is designed to develop your knowledge, understanding and critical skills in the analysis and evaluation of current research, theory and practice for learners experiencing barriers to participation.

This MSc Education (Inclusive Education) pathway would suit professionals working within the educational sector from schools, colleges, university, life-long learning and adult education provision. This includes teaching/learning support assistants, coordinators, parents, advocates and individuals working within Disabled Peoples' Organisations (DPOs), and actively encourages the participation and contribution of disabled people.

Information for international students

See international equivalent qualifications on the International Office website.

Fees and funding

Further information on funding for prospective UK and international postgraduate students.