Program Overview

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BA (Hons) Special Educational Needs, Disability and Inclusion

Overview

The BA (Hons) Special Educational Needs, Disability and Inclusion Studies is designed to help you develop the skills, knowledge, and confidence to work in special and inclusive education and support other disadvantaged groups in society.

Award

BA (Hons)

Start date(s)

15 September 2025

UCAS Code

X363

Course specifications

View course spec

Course length

Full-time (3 years)

Campus location

University: Walsall Campus

School

School of Education

UCAS points calculator

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In this section

• Overview
• Entry Requirements
• Fees & Finance
• Modules
• Employability
• Facilities

Why choose this course?

The BA (Hons) Special Educational Needs, Disability and Inclusion Studies (SENDIS) is designed to help you develop the skills, knowledge, and confidence to work in special and inclusive education and to represent and support other disadvantaged groups in society. The course is ideal for those new to this field, as well as for experienced individuals seeking further professional development.

What happens on the course?

At level 4, you will begin to cultivate understanding of key concepts, such as disability, diversity, and inclusion. You will examine the relevance of these to changes in professional, social, and educational practice for disadvantaged groups, with particular concern for the voice and representation of disabled people and those with special educational needs.

At level 5, you will have opportunities to engage with modules about specific impairments and social and educational processes. You will interrogate the impact of a range of barriers which people with impairments and other additional needs may experience in everyday life and explore societal, physical, attitudinal, and educational changes, which can bring about a more inclusive society for all.

At level 6, you will interrogate your own value systems, outlooks, and aspirations in relation to more inclusive professional practice. You will question concepts and theories which you encountered earlier in your studies and will critically examine assumptions underpinning inclusive research and your own practice.

Course Modules

Year 1

• Fake News: Debunking Myths in Education
• Introduction to Disability, Diversity and Inclusion
• Power, Inclusion and Diversity
• Promoting Inclusive Practice
• Safeguarding and Multi-Agency Perspectives
• Supporting Communication and Participation

Year 2

• Becoming a Researcher
• Enabling Learning
• Enhancing Professional Practice on Placement
• Exploring Autism
• Inclusion in the Early Years
• Exclusion from School and Social Justice
• Young Lives, Parenting and Families

Year 3

• Critical Issues in Inclusion
• Dissertation
• Pedagogies for Inclusion
• Specific Learning Difficulties: Label or Life Sentence?
• Statutory Assessment - The SEND Industry

Potential Career Paths

A range of employability skills is built into this programme in order that you develop and refine attributes that will be beneficial to you in the workplace, such as leadership, and professional learning using critical thinking, and skills of reflection.

Additional Information

Everything you need to know about this course!

Why Wolverhampton?

We are proud of our long-standing tradition of research and study in Education, Special Educational Needs, Disability, and Inclusion.

What skills will you gain?

You will be able to:

• Demonstrate the underlying values and principles relevant to the ideologies of inclusion, and develop a personal stance which draws on your knowledge and understanding, including the diversity of learners and the complexities of the inclusion process.
• Evaluate the societal and organisational structures and purposes of social systems, and the possible implications for all involved
• Analyse inclusion concepts, theories and issues in a systematic way. Identify and reflect on potential connections and discontinuities between aspects of subject knowledge and their application in social policies and contexts
• Process and synthesise a range of relevant empirical and theoretical data to present and justify your chosen position
• Reflect critically on your own value system and relate this to the construction of disability and social diversity
• Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility, decision making in complex and unpredictable contexts
• Become digitally literate
• Develop your professional and ethical practice to improve outcomes for children, young people, adults and their families

Course Fees and Finance

Location | Mode | Fee | Year
---|---|---|---
Home | Full-time | £9250 per year |
Home | Full-time | £9535 per year |
Home | Part-time | £4625 per year# |
Home | Part-time | £4768 per year# |
International | Full-time | £14950 per year |
International | Full-time | £15995 per year |

Entry Requirements

September intake

Typical entry requirement: 96 UCAS points

• A Levels - grades CCC / BCD
• BTEC L3 Extended Diploma or OCR Cambridge L3 Technical Extended Diploma - grades MMM
• BTEC L3 Diploma - grades DD
• NCFE CACHE L3 Diploma in Childcare and Education or NCFE CACHE L3 Technical Diploma in Childcare and Education - grade C
• Access to HE Diploma (60 credits) of which a minimum of 45 must be at Level 3 (96 UCAS point equivalence, minimum 45 credits at merit)

Use the UCAS Tariff calculator to check your qualifications and points

• If you've got other qualifications or relevant experience, please contact The Gateway for further advice before applying.
• International entry requirements and application guidance can be found at
• Successful completion of the International Foundation Year in Education, Health and Wellbeing

Please note that the January intake is only available for Level 6 (Year 3) entry

Applicants should hold a Foundation Degree in Supporting Children in Primary Education or other equivalent level 5 qualifications which will be considered on an individual basis.

Other Requirements

Entry to this course requires a Disclosure and Barring Service (DBS) Check.

Funding

Tuition Fees Loan(Home Fee Status):

Most students will be able to apply for a loans to pay for these subject to eligibility. To find out more information please refer to the government Student Finance website.****Changes for EU students:

The UK government has confirmed that EU students starting courses from 1 August 2021 will normally be classified as having Overseas Fee status. More information about the change is available at UKCISA:

EU citizens living in the UK with 'settled' status, and Irish nationals living in the UK or Ireland, will still be classified as Home students, providing they meet the usual residency requirements, for more information about EU Settlement Scheme (EUSS) ****Self-funding:**

If you don’t want to take out a loan to pay your fees or if you aren’t eligible to receive a loan, you might want to take advantage of the University’s scheme to pay by instalments: See How to pay.

For more information please contact the Gateway.****Your employer, embassy or organisation can pay for your Tuition fees:

If your employer, embassy or organisation agrees to pay all or part of your tuition fees; the University will refer to them as your sponsor and will invoice them for the appropriate amount.

We must receive notification of sponsorship in writing as soon as possible, and before enrolment , confirming that the sponsor will pay your tuition fees.

What our students say

“I have worked with autism and SEN for a few years now, and I decided to further my career and education by coming to university. It’s really useful and interesting to hear about the theories behind the practices I now use and the ones I will use in the future. I am hoping to go on to a postgraduate degree in Speech and Language Therapy” Tabitha, 2ndyear, BA (Hons) Special Educational Needs, Disability, Inclusion**Studies and Deaf Studies****

''I chose this University because I wanted to further my knowledge on SEND after working in the field for 13 years. I am enjoying the ‘Exploring Autism’ module the most as it is the main area of SEND that intrigues me” **Anneka, 2nd Year BA (Hons) Special Educational Needs, Disability, Inclusion Studies****

“ I chose this university because of the course. Of 10 universities that I looked at – only one stood out! I enjoy the variety of practical and theoretical knowledge”****Thea, 2ndYear BA (Hons) Special Educational Needs, Disability, Inclusion Studies****

Meet Jade and Jagdip, 2nd years studying for a BA (Hons) in Special Educational Needs, Disability, Inclusion Studies. Jade “is currently enjoying socialising and the Autism module”. She wants to become a SEND teacher in a primary school. Jagdip “enjoys the lectures and the teaching “and states that “face-to-face is so much better than online learning”.