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Additional Learning Needs Special Educational Needs and Disability

Entry requirements


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About this course


Course option

3.0years

Full-time | 2022

Subject

Learning support

This course is for those seeking a career supporting learners across the sectors in educational settings such as mainstream schools, resource provision units, special schools, post-compulsory provision or within the local authority support services. The interdisciplinary approach includes the sociological, historical, psychological, philosophical and contemporary aspects of education relating to the diverse range and nature of ALN/SEND and the processes through which learners may secure their educational entitlement; and knowledge, skills and understanding in relation to the planning, preparation, delivery and evaluation of a broad, balanced and relevant curriculum that meets the needs of learners with ALN/SEND.

The course:

provides the opportunity to develop the specialist knowledge, skills and work experience needed to go straight into the workplace or teaching via a Primary Postgraduate Certificate in Education (PGCE) or Post-compulsory qualification (PcET)
opens up additional employment opportunities in informal education settings or progression to further study
combines taught modules and placement experiences in a range of settings
enables you to interrelate the policy, theory and practice of learning and teaching for a range of learners and a range of ALN/SEND including communication and interaction needs and SpLD/Dyslexia.

KEY COURSE FEATURES
Study topics which are contemporary and directly related to the education of children and supporting those with a range of ALN/SEND
Experience extended placements within the children’s workforce
Engage in research whilst out on placement whilst being guided by experienced practitioners
Use your current relevant employment as your placement or seek exciting new experiences
Receive support from an experienced staff team and academic tutorial system

Modules

YEAR 1 (LEVEL 4)

The first year offers students a broad understanding of some of the main issues involving work with children, young people and families. This is a core year studied by all students to ensure the subject foundations, key study skills and preparation for placement are all in place.

MODULES

Learning to Learn in Higher Education
Child Development and Play
Introduction to ALN/SEND
Preparing for your Placement
Placement 1

YEAR 2 (LEVEL 5)

This year builds upon the core skills gained at level 4 and introduces a specialist module specific to your study route and an optional module to choose from. A key part of level 5 is the introduction to research skills and an extended placement.

MODULES

Supporting Children and Young People: Communication and Interaction (Specialist Module)
Inclusion and Diversity (Optional Module)
Well-being and Resilience (Optional Module)
Practice Informed Research
Placement 2

YEAR 3 (LEVEL 6)

The final year builds upon prior learning, requires more independent study and involves students completing a research project. This year you will study two specialist modules and develop your leadership skills.

MODULES

Supporting Pupils with SpLD/Dyslexia (Specialist Module)
ALN/SEND: Specialist Support (Specialist Module)
Leadership and Professional Development
Practice Informed Research Project
Placement 3

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment methods

A range of assessment methods are used throughout your studies and could include: essays and reports; case studies; observations; portfolios; presentations and a research project at level 6.

These varied assessment strategies help individuals to develop a range of transferrable skills required for work within mainstream and alternative education and community settings.


TEACHING AND LEARNING

Wrexham Glynd?r University is committed to supporting our students to maximise their academic potential.

We offer workshops and support sessions in areas such as academic writing, effective note-making and preparing for assignments. Students can book appointments with academic skills tutors dedicated to helping deal with the practicalities of university work. Our student support section has more information on the help available.

Teaching hours are as follows:

Year 1 (Level 4)(up to 8 hours a week module contact; 1 hour a week tutorial; an average of 16 hours a week private study)
Year 2 (Level 5) (up to 9 hours a week module contact; 1 hour a week tutorial; an average of 15 hours a week private study)
Year 3 (Level 6) (up to 9 hours a week module contact; 1 hour a week tutorial; an average of 15 hours a week private study)

Placement forms a major part of the programme at each level of study: Year 1 (min of 90 hours); Year 2 (min of 134 hours); Year 3 (min of 45 hours). You will be expected to mirror the working hours of the staff within the placement setting you attend.

The Uni


Course locations:

Wrexham

Wrexham (Main Campus)

Department:

School of Social and Life Sciences

Read full university profile

What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

68%
low
Learning support

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Education

Teaching and learning

84%
Staff make the subject interesting
90%
Staff are good at explaining things
77%
Ideas and concepts are explored in-depth
84%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

63%
Library resources
84%
IT resources
80%
Course specific equipment and facilities
68%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

99%
UK students
1%
International students
17%
Male students
83%
Female students
81%
2:1 or above
23%
First year drop out rate

Most popular A-Levels studied (and grade achieved)

C
D
D

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Education

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

98%
med
Employed or in further education
60%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

47%
Childcare and related personal services
12%
Sales assistants and retail cashiers
9%
Teaching and educational professionals

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Education and teaching

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£15k

£15k

£16k

£16k

£19k

£19k

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.

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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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