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Nottingham Trent University

Childhood (Special Educational Needs and Inclusion)

UCAS Code: X361

Bachelor of Arts (with Honours) - BA (Hons)

Entry requirements

A level


104 UCAS Tariff points from three A-Levels or equivalent qualifications.

Pass your Access course with 60 credits overall with a minimum of 45 credits at level 3

GCSE/National 4/National 5

GCSE English grade C/4 or equivalent GCSE Maths grade C/4 or equivalent

104 UCAS Tariff points from your BTEC Level 3 National Diploma and one A-Level or equivalent qualification.

104 UCAS Tariff points from your BTEC Level 3 National Extended Certificate and two A-Levels or equivalent qualifications.

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)


UCAS Tariff


About this course

Course option


Full-time | 2021


Childhood studies

This degree develops your understanding of childhood, as well as the theories of disability and inclusion. It equips you with the knowledge and practical strategies required to meet the needs of children from diverse backgrounds, or with a range of special educational needs, such as autistic spectrum disorders, learning difficulties and sensory impairments.
Explore how children learn and develop through their behaviour, cultural perspectives and the effect of the environment. As you develop and broaden your understanding of childhood, you will undertake research enquiries and placement opportunities, enabling you to reflect critically on perspectives of childhood.

In each year of the course, you will further develop your understanding of special educational needs and inclusion. You will explore the use of effective and inclusive communication, the difficulties and complexities that children with additional needs or learning difficulties face as well as discrimination, stereotypes, and minority groups within the context of society.
The broad range of modules available within this course gives opportunities for you to develop both personally as a learner and professionally by incorporating the world of work and global perspectives into your studies. Key transferable skills are embedded in the modules, and are reinforced whilst working alongside experienced practitioners.
You’ll have the opportunity for work-based learning in a variety of settings, including the chance to undertake an international experience. This experience, along with the core modules you will study, will develop your skills, knowledge and understanding of how to work successfully as a practitioner in the childhood sector.


Year One
Professional and Academic Skills
You will be introduced to the themes of academic skills, reflective practice and professional / transferable skills and how these areas can be developed in order to be successful.
Ethical Research with Children
An introduction to the process of research and how research is conducted into practice when observing and working with children.
Including all Learners
You will explore inclusion and the meaning of inclusive practice to support children’s learning and development. You will consider a range of approaches to create inclusive environments to support all learners from 0 to 11.
Learning and Pedagogical Approaches
You will explore the ways which young children (0 – 11) learn in a variety of contexts while developing your skills as an educational practitioner.
Children’s Rights and Identity
You will explore how childhoods have changed over time and through different social contexts. This module will enable you to look in depth at children’s rights, how they are understood and their influence on a child’s identity, learning and development.
Inclusive Communication
You will explore effective methods of communicating with children and families, through a range of perspectives, good practice and discussions relating to barriers and challenges to communication.
Year Two
Enriching Learning
Explore specialist professional and academic approaches in relation to supporting childhood learning and development from across a range of education-based disciplines.
Becoming a Researcher
You will work within a team on a piece of research to develop your understanding of all aspects of research design, including research methodologies, approaches and methods.
Global Childhoods
You will explore and evaluate a range of approaches to children’s learning and development in society from a global and community perspective. You’ll also engage in individual investigation in an international or UK placement experience.
Social Constructions of Childhood
You will explore how the concept of childhood is socially constructed – by the times and places in which children live and with the individuals involved in shaping their experience.
Special Educational Needs and Disability
You will examine how society has changed its views and the support that is available to children with additional needs. You will also explore and discuss a range of complexities that some children experience, from those with moderate learning difficulties, to profound multiple learning difficulties.
Year Three
Research Dissertation
You’ll use your experience of the course so far to construct a dissertation that enables you to acquire and link theory and practice that supports your development as an informed educational researcher and reflective practitioner.
Leadership and Management
The module aims to support you in developing the knowledge, skills and understanding to lead practice in your future career. You’ll also reflect critically on the relevance of this to your own professional attributes and employability.
Children’s Mental Health and Well-being
This module will teach you how to support children with mental health needs using relevant strategies and approaches. Learn about the holistic development of children through the theories, research and policies related to mental health and measures of well-being.
Sustainable Childhoods
This module will enable you to gain an understanding of what is meant by a ‘sustainable childhood’ and consider a range of theoretical models and underlying viewpoints which underpin the notion of sustainable childhoods.
Supporting Diverse Learners
How diverse is our society? You’ll answer this question through philosophical and theoretical debate, considering the support children aged 0 to 11 may need. You will critically analyse and discuss discrimination and stereotypes of individuals and groups, reflecting on minority groups and the wider contextual influences of society.

Assessment methods

We use a variety of assessment types to allow you to demonstrate your strengths across a number of skill sets. There are no formal exams during these courses.

The Uni

Course location:

Clifton Campus


Nottingham Institute Education

TEF rating:
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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.

Childhood studies

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.

Childhood and youth studies

Teaching and learning

Staff make the subject interesting
Staff are good at explaining things
Ideas and concepts are explored in-depth
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

Library resources
IT resources
Course specific equipment and facilities
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?

UK students
International students
Male students
Female students
2:1 or above
Drop out rate

Most popular A-Levels studied (and grade achieved)


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.

Health and social care

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.

Average annual salary
Employed or in further education
Employed in a role where degree was essential or beneficial

Top job areas of graduates

Welfare professionals
Welfare and housing associate professionals
Caring personal services

What about your long term prospects?

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

Health and social care

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







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 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).

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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