Severe, Profound and Multiple Learning Difficulties MEd/Postgraduate Diploma/Postgraduate Certificate

 

Teaching and Learning

The 3 core modules are taught through Blended Learning which is a combination of campus face-to-face sessions and online education. Each 30 hour module contains 18 hours of taught sessions with 12 hours of online study. The personal study for a 3,000 or 4,000 word written assignment completes the ‘200 hours of student effort’ for each module.

Each module contains a 3 day campus study course (6 sessions of 3 hours each).

Friday 10.30-6.00
Saturday 9.00-5.00
Sunday 8.30-3.30
The timings allow for an additional 1.5 hours of study skills over the 3 days.

Attendance at each campus study course is compulsory but if one is missed for unavoidable reasons then it can be studied in the following year.

The 3 day study courses take place immediately before half terms for most people. Students are expected to carry out reading and online activities both before and after the 3 day course in order to study the other aspects of each module (equivalent to 4 campus sessions of 3 hours each). Written assignments will be due at the beginning of January, April and September.

There are 2x2 day (Friday and Saturday) study courses for students who continue to MEd or BPhil and wish to take Special Studies followed by PIE (for MEd). These take place at the beginning of October and after Easter.

Tutorials are mainly held through phone, Skype and email but there are group tutorials on the Saturday of each campus study course and online discussions.

Students are organised in small study groups and encouraged to support each other both in the campus weekends and online.

Dates for 2012-13 (dates to be confirmed)
Module 1 study weekend 26th – 28th Oct 2012
Module 2 study weekend 15th - 17th Feb 2013
Module 3 study weekend 24th - 26th May 2013

Second Year Dates for 2013-14 (dates to be confirmed)
Special Studies 2 day study course 11th-12th Oct 2013
PIE/ Dissertation 2 day study course 25th-26th April 2014

Accommodation

Students who live too far from the campus to travel daily are assisted to book overnight accommodation in the area. Students can stay more days before or after the study weekend if they wish so they can complete the module in a single block (using online education to add to the taught sessions). The course tutor will be available for tutorials.

Assignments

Each module has a written assignment and all assignments are based on students own practice. There is a free choice of topics (but some of the learning outcomes of the module must be met through the assignment). Suggestions for suitable topics will be made.

For example, for the first module:
Level H AdCert or BPhil (3,000 words)
Choose an aspect of your own practice in SLD/ PMLD and reflect on it in the light of theory. Evaluate the success of your current ways of working and make recommendations for the future. You could focus on either an individual child/ adult or on a small group.

Level M PGCert, PGDip, MEd (4,000 words)
Critically analyse the current theoretical discourse on a personally chosen aspect of working with learners with SLD/ PMLD and in the light of this, rigorously reflect on and evaluate your practice and/ or the practice in your organisation. Make sure that you provide a sound rationale for any plans for the future.

Compulsory Modules

SLD/ PMLD: Reflective Practice

This module is primarily concerned with reflecting on current practice within the 5 themes. Participants will be supported to identify aspects upon which to reflect through examination of current, relevant developments in theory and practice. It is hard to specify specific topics for reflection, as these will change from year to year, but for example many educational settings are currently reflecting on their current curriculum in the light of the relaxation of governmental direction.

Students choose to base their assignments on aspects of reflective practice that are relevant for them.

Learning outcomes

By the end of the module students should be able to:

  • demonstrate up-to-date knowledge and understanding of the needs of learners with SLD/ PMLD specifically in relation to reflecting on their own current practice
  • reflect on and evaluate personally chosen aspects of assessing and /or meeting the needs of learners with SLD/ PMLD in their own setting
  • integrate effectively a wide range of relevant sources to support reflection on aspects of their work with learners with SLD/ PMLD
  • reflect on and evaluate a variety of practical and theoretical perspectives underpinning reflective practice in their own work place

There will be a mixture of lecture, discussions, activities, case studies, student presentations, video analysis, online lectures, problem-based activities, online discussions, reading texts, quizzes

Assessment

An assignment based on each participants professional development needs specifically related to reflective practice.

Level H: 3,000 words
Level M: 4,000 words

SLD/ PMLD: Developing Innovations

This module is primarily concerned with developing innovations within the five themes. Participants will be supported to identify innovations through examination of current, relevant developments in theory and practice. It is hard to specify specific innovations to study as these will change from year to year, but for example currently many educational settings are considering innovative ways of teaching learners who are beginning to develop spoken language.

Students choose to base their assignments on aspects of developing innovations that are relevant for them.

Learning outcomes

By the end of the module students should be able to:

  • demonstrate up-to-date knowledge and understanding of the needs of learners with SLD/ PMLD specifically in relation to developing innovations in their own setting
  • reflect on and evaluate personally chosen aspects of assessing and /or meeting the needs of learners with SLD/ PMLD in their own setting
  • integrate effectively a wide range of relevant sources to support developing innovations within their work with learners with SLD/ PMLD
  • reflect on and evaluate a variety of practical and theoretical perspectives underpinning the development of innovations in their own work place

Assessment

An assignment based on each participants professional development needs, specifically related to developing an innovation in their own workplace.

Level H: 3,000 words
Level M: 4,000 words

SLD/ PMLD: Enhancing Quality

This module is primarily concerned with enhancing quality within the five themes. Participants will be supported to identify ways in which the quality of provision for learners with SLD/ PMLD can be enhanced. It is hard to specify specific quality enhancement issues as these will change from year to year, but for example currently many educational settings are considering how to enhance the quality of transition to adult life for learners with SLD/ PMLD.

Students choose to base their assignments on aspects of enhancing quality that are relevant to them.

Learning outcomes

By the end of the module students should be able to:

  • demonstrate up-to-date knowledge and understanding of the needs of learners with SLD/ PMLD specifically in relation to enhancing the quality of provision
  • reflect on and evaluate personally chosen aspects of enhancing the quality of assessing and /or meeting the needs of learners with SLD/ PMLD in their own setting
  • effectively integrate a wide range of relevant sources to support enhancing the quality of aspects of their work with learners with SLD/ PMLD
  • reflect on and evaluate a variety of practical and theoretical perspectives underpinning enhancing the quality of their own work

Assessment

An assignment based on each participants professional development needs in relation to enhancing the quality of provision for learners with SLD/ PMLD.

Level H: 3,000 words
Level M: 4,000 words