This module will support the student to develop the knowledge and skills to provide evidence based positive behaviour support to people who present with behaviours that challenge/behaviours of concern. The module will assist the student in developing knowledge and skills to identify the function of behaviours that challenge. The module will also assist the student to develop the knowledge and skills necessary to implement and evaluate interventions that are based on a multi element approach offering both proactive and reactive strategies.

1. Critically analyse behaviour within a social context

2. Critically discuss the theories of behaviour and behaviour analysis

3. Critically discuss the principles of reinforcement

4. Critically analyse the prevalence, causes and maintenance factors of behaviours that challenge/behaviours of concern

5. Functionally assess behaviours that challenge/ behaviours of concern

6. Apply positive behavioural support for preventing and managing behaviours that challenge/ behaviours of concern

7. Evaluate the impact and effectiveness of selected interventions

8. Critically apply ethical principles when developing and implementing behaviour support plans

This module aims to equip the participant with a knowledge and understanding of the development of inclusion, nationally and internationally, considering current legislation, policy and practice. The concept of inclusion is critically analysed with an emphasis on theories and models of good practice. Inclusion is examined in the context of professional practice. The skills, understanding and attitudes of the 'reflective practitioner' are developed. The role of advisor, consultant and manager of the learning environment are critically appraised.

1. Critically evaluate theoretical and conceptual understandings of inclusion and have an understanding of how these impact on policy and practice;

2. Demonstrate knowledge of the historical context and development of the philosophy of inclusion

3. Critically appraise current legislation, conventions, policies, documents, reports and guidelines which are relevant to inclusion nationally and internationally

4. Demonstrate a knowledge and understanding of the development of educational provision for learners with additional needs/learning differences in both the national and wider international contexts

5. Critically examine inclusive practices at school level

This module focuses on developing an in-depth understanding of the concept of literacy. The module provides the participant with an overview of literacy, focusing in particular on the areas of reading and writing, providing the student with an understanding of current innovative research in these areas. It enables the student to develop an understanding and knowledge of literacy assessment procedures and to critically appraise strategies and approaches to developing literacy.

1. Critically evaluate the concept of literacy including theoretical and conceptual understandings of literacy, including digital literacy

2. Critically appraise policies, documents, reports and guidelines which are relevant to literacy practice

3. Critically reflect on factors which influence productive disposition with regard to literacy

4. Critique assessment procedures in relation to literacy (reading and writing)

5. Critically analyse a range of evidence-based literacy interventions and strategies in the area of reading and writing

6. Critically appraise whole school/centre issues relevant to literacy

This module focuses on developing the knowledge and skills required for supporting learners with specific learning difficulties (SLDs) and is underpinned by national and international trends and perspectives in SLDs. It addresses the needs of learners experiencing communication, speech and language difficulties and dyslexia, providing the student with an understanding of the most recent research information in relation to the nature and assessment of SLDs, and the intervention approaches suitable for learners with these difficulties.

1. Critically evaluate theoretical and conceptual understandings of SLDs (Communication, Speech and Language and Dyslexia) and their implications for policy and practice

2. Appraise the historical context, current legislation, conventions, policies, documents, reports and guidelines which are relevant to practice

3. Determine the diversity across the continuum of SLDs and the implications for practice

4. Appraise SLD causes and factors contributing to additional learning needs arising from individual differences, social and school environments

5. Critique identification and assessment procedures in relation to SLDs (Communication, Speech and Language and Dyslexia)

6. Critically analyse a range of evidence-based interventions suitable for use with learners with SLDs (Communication, Speech and Language and Dyslexia)

This module focuses on developing the knowledge and skills required for supporting learners with specific learning difficulties (SLDs). It addresses the needs of learners experiencing Dyscalculia, Attention Deficit/Hyperactivity Disorder and Dyspraxia/Development Coordination Disorder, providing the student participant with an understanding of the most recent research information in relation to the nature, assessment and some of the intervention approaches suitable for learners with these difficulties. The module is underpinned by national and international trends and perspectives in SLDs.

1. Critically evaluate theoretical understandings of SLDs (Dyscalculia, Attention deficit/hyperactivity disorder and Dyspraxia/development coordination disorder) and their implications for policy and practice

2. Appraise the historical context, current legislation, conventions, policies, documents, reports, and guidelines which are relevant to practice

3. Determine the diversity across the continuum of SLDs and the implications for practice

4. Appraise SLD causes and factors contributing to additional learning needs arising from individual differences, social and school environments

5. Appraise the identification and assessment procedures in relation to SLDs (Dyscalculia, Attention deficit/hyperactivity disorder and Dyspraxia/development coordination disorder)

6. Critique a range of evidence-based interventions suitable for use with individuals with SLDs (Dyscalculia, Attention deficit/hyperactivity disorder and Dyspraxia/development coordination disorder)

This module aims to develop knowledge, skills and understanding in relation to effective teaching of learners with Autism and the theories that consolidate the implementation of a learner-centred philosophy which employs a combined-skills approach to meeting the needs of neurodiverse learners. This module has been prepared in response to the need for specialist knowledge and training in the area of Autism. It recognises the developing trends in Autism nationally and internationally.

1. Critically evaluate theoretical understandings of Autism and their implications for policy and practice

2. Appraise the historical context, current legislation, conventions, policies, documents, reports, and guidelines which are relevant to practice

3. Determine the diversity across the continuum of Autism and the implications for practice with reference to transitions

4. Appraise Autism causes and factors contributing to additional learning needs arising from individual differences, social and school environments

5. Appraise the identification and assessment procedures in relation to Autism

6. Critique a range of evidence-based interventions suitable for use with individuals with Autism

This module will focus on developing initial research knowledge and skills. The module will provide the participant with an overview of research, knowledge of data collection methods as well as an understanding of approaches of data analysis. The concept of research is explored, and consideration will be given to quantitative, qualitative and mixed methods of research.

1. Critically discuss the concept of research.

2. Critically appraise research concepts such as Quantitative, Qualitative, Mixed Methods, Validity, Reliability, primary sources, Variable, Experimental Hypothesis and Controls

3. Critically evaluate ethical considerations when conducting educational research

4. Critically explore questionnaires, interviews and observations as instruments in primary data collection

5. Critically explore experiments, tests, and scales as approaches in primary data collection

6. Critically evaluate approaches to data analyses

This module aims to develop knowledge and understanding of General Learning Disabilities(GLD) and the implications for teaching and learning. Understandings of GLD are presented and explored in the context of current educational policy and legislation. This module has been prepared in response to the need for specialist knowledge in a broad range of approaches designed to facilitate the inclusion of learners with General Learning Disabilities. The module is underpinned by national and international trends and perspectives in GLD.

1. Critically evaluate theoretical understandings of General Learning Disabilities (GLD) and their implications for policy and practice

2. Appraise the historical context, current legislation, conventions, policies, documents, reports, and guidelines which are relevant to practice

3. Determine the diversity across the continuum of GLDs and the implications for practice

4. Appraise GLD causes and factors contributing to additional learning needs arising from individual differences, social and school environments

5. Appraise the identification and assessment procedures in relation to GLDs

6. Critique a range of evidence-based interventions suitable for use with individuals with GLDs

This module aims to provide a thorough understanding of the concept of numeracy. It will enable the participant to have an in-depth knowledge of numeracy assessment procedures, and to critically appraise appropriate teaching and learning numeracy and dyscalculia strategies and approaches. It will enable students to demonstrate a knowledge and understanding of adaptive reasoning and to critically reflect on factors which influence productive disposition with regard to numeracy.

1. Critically evaluate theoretical understandings of numeracy including dyscalculia and their implications for policy and practice

2. Critically evaluate the assessment procedures with regard to numeracy and dyscalculia

3. Critically appraise the implications of numeracy in the development of a broad and balanced curriculum

4. Critically appraise appropriate strategies and approaches with regard to numeracy and dyscalculia

5. Critically reflect knowledge and understanding of adaptive reasoning

6. Critically reflect on factors which influence productive disposition with regard to numeracy

This module examines the design and process of educational research , enabling participants to develop and design a research study for their MA dissertation. The module enhances participants critical, methodological and practical skills necessary for conducting research. Key areas considered include the value of research in society and professional settings, research approaches, identifying and formulating research questions, data collection tools, and data analysis.

1. Identify, critique and apply appropriate research methodologies to a specific research area of their choice and which is relevant to their pathway;

2. Make full use of library and electronic search facilities;

3. Use pertinent literature as a resource to develop understandings and to illuminate data and evidence to be collected;

4. Conduct a literature search and present a critical evaluation of the literature research findings;

5. Identify a suitable area and/or issue for investigation which has professional and pathway relevance;

6. Develop a clearly articulated hypothesis/research question;

7. Design and produce a detailed research framework;

8. Extend and deepen their understanding of a chosen area of investigation;

9. Develop an appreciation of reliability, validity, dependability, credibility and contexts as they apply to chosen methodologies;

10. Reflect on and evaluate ethical issues pertaining to research;

11. Critically evaluate qualitative and quantitative research approaches and methods;

12. In light of the literature reviewed and the data and evidence collected, refine and elaborate both their own personal theories/values and those of others;

13. Reflect on and assess the potential to have an impact within their own context/organisations;

14. Develop as researchers and reflective practitioners;

15. Prepare, structure and present work employing appropriate academic guidelines;

16. Demonstrate originality, initiative and reflection;

17. Produce a brief synopsis of the proposed investigation to a tutor and to a peer tutor group for guidance and support;

18. Identify and critique the research process proposed including instrumentation, sampling and analyses;

19. Justify their chosen approach/methodology, identifying issues and limitations;

20. Complete a Dissertation Proposal.

The dissertation module is a crucial component of the MA programme, enabling participants to explore an area of personal and professional interest through a 20,000-word research dissertation. The area researched aligns with the Advanced Research Methods proposal, completed earlier. The research dissertation fosters originality, initiative, and reflective thinking as participants organise and apply their research skills in a professional context. The research dissertation aims to contribute to a broader understanding, inform policy development and impact practice in both professional and academic arenas.

1. carry out an investigation of personal interest and professional relevance to the standards of Masters level research requirements;

2. complete and submit a dissertation to the standards and within the time and length parameters outlined in the dissertation handbook;

3. have reached a level of competence and confidence within the area of study which allows them to enhance their own professional performance and contribute to the professional development of colleagues in that area;

4. have reached a high degree of critical awareness of the opportunities and challenges for their professional organisation or institution arising out of the findings of their research;

5. be able to act as change agents within their organisation /institution as a result of their learning;

6. be able to enter into critical dialogue with the wider professional and academic community on the topic/issues pursued in their dissertation.