This programme comprises of two modules at Level 7.

This programme will enable educational leaders to train in and research outstanding practices and real whole-school change in support of the most vulnerable and challenging students. The programme builds on the NASENCO qualification and enables students to take their study further to a Master’s qualification. The programme aims to enable teachers to develop expertise in pastoral leadership through critical evaluation of research and scholarship and to integrate this with their own practice. Students will be able to critically analyse, engage in and reflect on these educational issues and reflect on the implications for their own educational setting.

Module 1 – Inclusive Educational Leadership (60 credits)
This Module is designed to build upon the material covered as part of the NASENCO qualification in particular to develop further still the role as a key educational leader. This would be covered in two ways through the delivery of two units. Each unit would be assessed separately. 

1. Developing Leadership expertise 

This unit would provide further delivery on the role of SENCO has an educational leader. There would be practical input relating to key aspects such as resource planning and financial management, coping with conflict, working with parents, training and monitoring staff development. There would also be work on implementing change within your department. 

2. Improving the Practice of the SEND Department 

This would look at ways of increasing knowledge of needs and appropriate teaching strategies that can be used throughout the department. It would also look at ways in which inclusion can be increased across the educational setting and the contribution that can be made to improving outcomes. These aspects would also be linked to practical examples of implementing change.

Module 2 – Education Research Dissertation (60 credits)
This is a compulsory module in order to achieve the MA in Inclusive Education. This module allows for this to be completed in two stages, firstly through studying research methodology. This includes an exploration of the role of the literature review, then an understanding of the research position and the implication of this for the chosen methodology and the ethical implications of conducting research.

Through completing this module students not only gain knowledge of the research process itself, they are able to evaluate other research projects in Inclusive Education and go on to conduct their own small-scale project. This module introduces students to some of the complexities and challenges of engaging in educational research.

These modules are carried out with guidance from the University and specifically their supervisor.

Those participating in this Master’s programme will gain an enhanced understanding of what it means to be an Inclusive Leader in a school today, but will also be encouraged to reflect on their own experiences. The programme aims to build on the skills developed on their educational pathways. This course aims to translate educational thinking, theory and research into effective inclusive leadership. It also enables for students new to research to understand how this can translate into effective practice. The programme is concerned with examination of leadership, organisational change theory and the application of this in an educational setting. The programme is concerned with the development of critical enquiry and reflection, together with professional knowledge and expertise. This allows for leaders and potential leaders to grow in confidence from having a research-informed approach and experience of the research process for themselves.
The aims of the programme are:
 To understand the conditions for successful organisation change
 To be able to critically analyse, engage in and reflect on educational issues, research, philosophies and initiatives
 To support better understanding of the needs of vulnerable pupils and to increase skills of school staff to ensure needs are met.
 To take responsibility for one’s own learning and study independently
 To function as an independently-minded professional capable of contributing to wider educational debate
 To develop skills in searching for and critically analysing relevant literature in order to plan teacher development materials relevant to their chosen areas of interest
 To facilitate sustainable and positive change for the most vulnerable pupils with highly complex needs.
 To be able to communicate good practice to fellow specialists and non-specialists.
 To synthesise relevant literature and current trends within Education in support of arguments

• Framework for Higher Education Qualifications (Link);
• Relevant Subject Benchmark Statement(s) (Link);
• Other (list)

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental or programme handbook. The accuracy of the information contained in this document is reviewed annually by the University of Buckingham and may be checked by the Quality Assurance Agency.