Masters Degree in Special and Inclusive Education Venue: Learning Resource Center Cairo
2017/18
INTRODUCTION
The UCL Institute of Education MA in Special & Inclusive Education (Cairo) enables students to develop theoretical understanding, alongside practical ability, of a variety of education disciplines at all levels of the educational structure. The MA is ideal for anyone wanting to broaden their understanding of education as a whole, or those seeking to work as special educators in a variety of settings and at different levels of responsibility depending on the individual. The Programme aims to develop: Knowledge and understanding of a range of key concepts and selected issues addressed in the academic and professional literature. Knowledge and understanding of a range of theoretical perspectives and their relationships to practice. The ability to analyse, evaluate evidence, theory and practice. Capacity for critical self-reflection Independent learning Application of conceptual and theoretical frameworks to an understanding of professional policy and practice. The MA comprises a variety of modules, each designed to ensure the student’s ability to understand and apply the principles and practice of a wide range of key education areas. Although each module is self-contained, a clear progression route can be followed enabling students to build upon the knowledge gained at each stage. The available modules allow students to follow their special interests. The Programme is appropriate for teachers and other professionals working in special schools, in resource rooms within schools and in inclusive settings. It will also be of benefit to administrators whether in schools, NGOs or government settings. The course prepares graduates to work as special educators in a variety of settings and at different levels of responsibility depending on the individual. The UCL Institute of Education lecturers teach each face-to-face module at the Learning Resource Center in Cairo and the modules are also supported by pre-teaching information on Moodle, our Virtual Learning Environment, and pre-teaching reading and tasks.
WHO ARE THE LECTURERS?
Name
Dept. of Psychology & Human Development at UCL Institute of Education
Gill Brackenbury
Programme Leader for the Masters in Special and Inclusive Education (Cairo). SENJIT Director.
Julie Dockrell
Professor of Psychology and Special Needs, specialising in speech and language difficulties.
Jane Hurry
Head of Department.
Maria Kambouri
Senior Lecturer in Research Methods in Psychology and Education
Yvonne Reynolds
Lecturer
Chloe Marshall
Reader in Psychology and Human Development, and Programme Leader of the MA in Special and Inclusive Education based at UCL IOE. Specialises in language and literacy development in different populations, including typical, language impaired, dyslexic, deaf, bilingual, adult second language learners.
Rosanne Esposito
Lecturer
PROGRAMME CONTENT The Programme includes: an exploration of different conceptualisations of special needs, learning difficulties and disabilities and the ways in which these impact on the organisation and form of provision and curricula, taking into account international perspectives an examination of issues which arise in relation to rights and equality the development of knowledge, skills and understanding of research methods in education an investigation of particular special needs interests and contexts. All modules are hereby listed with their credit value. Students need a total of 180 credits for the Masters; otherwise, it is possible to exit with a Post Graduate Certificate (60 credits) or Diploma (120 credits). Credit Value
Code
Course
MMASEN_15
Contexts and Concepts of Special and Inclusive Education
30
MMASEN_19
Research Design and Methodology (for Masters)
30
MMASEN_99
Dissertation (10,000 - 12,000 words)
60
MMAJPP_01
Social, Emotional and Behavioural Development in Children with Speech, Language and Communication Needs
30
MMASEN_12
Understanding Specific Learning Difficulties (Dyslexia)
30
HOW LONG DOES IT TAKE? The Masters Degree takes a maximum of five years of modular/flexible study, during which 180 credits should be obtained. The Post Graduate Diploma requires successful completion of four modules (120 credits), including the core module Concepts and Contexts of Special and Inclusive Education, and three optional modules. A Post Graduate Certificate requires successful completion of two modules (60 credits). The modules can be chosen from any of the modules listed above.
WHY APPLY TO THE PROGRAMME? Study as if you are at UCL Institute of Education: Study in Cairo, as if you are at UCL Institute of Education. No need to travel abroad, Lecturers come to Egypt to deliver the lectures. Same fees as a British citizen in London, Cairo students pay the same fees as a British student studying in the UK (this is much less than the normal overseas fee)*. Parallel curriculum, Study the same content offered to students at UCL Institute of Education but incorporating region-specific content. On completion, earn a postgraduate degree from the worldwide recognised UCL Institute of Education, which is also accredited in Egypt by the Supreme Council of Universities Financial advantages: Save accommodation expenses in the UK. Save transportation expenses to the UK. Save on Fees. Keep your job in Egypt whilst studying for a Masters degree.
WHAT ARE THE ENTRY REQUIRMMENTS? University Degree at 2:2 or above, approved by UCL Institute of Education Proof of proficiency in English o Minimum overall score of 7.0 in Academic IELTS (and a minimum of 6.5 for reading and 6.0 for writing) Two letters of recommendation. Copy of personal ID or passport 2 passport-sized photos
HOW MUCH DOES IT COST AND WHAT IS THE PAYMENT METHOD? 2017/18 Fees are £1,321 One-Thousand, Three-Hundred and Twenty-One Pounds Sterling per 30 credits. Students pay the module teaching fees in Pounds Sterling to UCL Institute of Education (by credit card or bank transfer). Students are, additionally, required to pay administrative fees of 8000 EGP Eight Thousand Egyptian Pounds per 30-credit module, payable in Egyptian Pounds direct to the Learning Resource Center, Cairo and is subject to an annual increase.
WHEN AND HOW TO APPLY?
Application is via the UCL website on: http://www.ucl.ac.uk/prospectivestudents/graduate/taught/degrees For more information please contact Maha Helali by email:
[email protected]
SYNOPSIS OF THE MODULES Contexts and Concepts of Special and Inclusive Education This module aims to explore the relationship between concepts of special educational needs, inclusive education and the organisation of special provision, with particular reference to the curriculum and the wider social context; develop a critical perspective on issues and debates in policy, curriculum planning and pedagogy; reflect on the influence of context upon definitions of special need and priorities in curriculum planning and practice. Areas to be explored: 1. Introduction to the Masters course and to the module 2. Perspectives of special educational needs 3. Implementing policy: social and inclusive education from a UK and cross-cultural perspective. 4. School culture and the management of special and inclusive education 5. Teaching, learning and inclusive pedagogy 6. Working with parents 7. Policy and provision: Language and communication difficulties 8. Concepts and contexts of special and inclusive education: Reflections
Research Design and Methodology This module aims to enable course members to acquire an understanding of research design and methodology in order to: (a) critically evaluate research findings relevant to special education; (b) design their own research studies and critically evaluate their findings. Topics covered will include: (i) a consideration of what research is; what is it for; who does it and why? (ii) ethical issues relating to research and special education (iii) identifying key issues for research (iv) use of the research literature (v) different types of research design and methodologies (vi) data collections and analysis (vii) evaluating the findings.
Areas to be explored: 1. Introduction to social science methodology. 2. Thinking about the range of research questions: how would we make these more precise, what do we mean by constructs and variables, what do we consider to be evidence, how do we identify ethical issues? 3. Experiment, evaluation of interventions and survey designs 4. Case study, ethnography 5. Interviewing 6. Questionnaires and tests
7. Researching spoken discourse in educational settings 8. Quantitative analysis 9. Qualitative analysis 10. Translating research questions into dissertations
Dissertation Students receive a detailed handbook with information about how to write up a Dissertation. Aims of Dissertation 1. To extend and deepen knowledge of research design and methodology (quantitative or qualitative) and to equip students with the basic skills to design and implement an empirical research study in the field of special educational needs 2. To develop students’ understanding of the ways in which variables interact to impact on developmental pathways or cognitive, emotional, behavioural or social competencies 3. To provide practical experience of addressing theoretically-driven research questions. 4. To enhance student understanding of the existing research literature. 5. To provide students with the opportunity to grapple with the conceptual, methodological, logistical, and logical problems faced by all researchers. 6. To familiarise students with the task of structuring their ideas around the standard framework that scientists use to report research results. The module seeks to prepare participants for progression to higher research degrees, employment as researchers, or professional training by developing knowledge and understanding of the research process including:
Identifying a topic amenable to research, in the field of special and inclusive education Conducting bibliographic research Identifying a meaningful and important research question Formulating an empirical project consistent with BPS Ethical Guidelines for Research with Human Participants Obtaining ethical approval and the required level of CRB clearance Negotiating a sample Abiding by BPS Ethical Guidelines in conducting the study and debriefing participants Conducting exploratory data analysis and appropriate inferential statistics
Writing up the results using current academic conventions for the presentation of psychological research
Understanding Specific Learning Difficulties (dyslexia) The module focuses on the application of psychology to the study of literacy development and dyslexia, and the teaching of literacy skills more generally. It illustrates the differences between biological, behavioural, cognitive, and environmental levels of description in our understanding of causal processes involved in learning to read, and long-term predictors of variation in reading outcomes. It provides an essential introduction to the evidence-base informing current policy and practice for teaching children and young people to learn to read, and for the assessment and (early) identification of children and young people with dyslexia. In this respect it provides a contemporary theoretical and applied perspective to the study of reading and spelling development. Areas to be explored: 1. To understand what it means to be a skilled reader and the foundation knowledge and skills, and social factors, known to be predictors of variation in children’s literacy outcomes 2. To introduce theoretical frameworks and models which have been used to further understanding of the cognitive and linguistic processes underlying printed word recognition in skilled readers and spellers, and the ways in which these processes might develop in children. 3. To introduce recent theoretical advances in our understanding of causes of dyslexia and other reading and spelling difficulties, and critically examine the evidence from research for different causal theories of dyslexia 4. To support the development of a critical understanding of the evidence base and how it has been used to inform education policy and practice for the identification, assessment and teaching of children and young people with dyslexia
Social, Emotional and Behavioural Development in Children with Speech, Language and Communication Needs
There is a growing interest in the interaction of social development with speech, language and communication development. This has focused in recent years on issues of behaviour, particularly among those identified as experiencing social, emotional and behavioural difficulties (SEBD). Commentators have been concerned at the lack of emphasis on speech, language and communication needs in approaches to behaviour in the classroom and playground. This module gives participants an opportunity to examine the issues in detail. The study of interaction between the factors involved and the consideration of pedagogical and other practical concerns are based on the exploration of a range of theoretical models. The module is taught by a combination of
face-to-face and web-based methods, allowing effective use of participants' time and excellent opportunities for discussion and debate.
Areas to be explored: 1) 2) 3) 4) 5) 6) 7) 8)
Definitions and cultures: towards shared understanding. Children's social, emotional and behavioural development, with a particular focus on the relationship with communication. The typical and atypical development of speech, language and communication The identification of children experiencing social, emotional and behavioural difficulties (SEBD), types of SEBD, prevalence and course. The relationship between SEBD and communication difficulties The implications of SEBD at local, institutional and classroom level. The relationship between theories of learning and the pedagogical needs of those children and young people whose behaviour causes concern The role of professionals working in partnership to support this group
