University of Dundee Online Masters in Inclusive Education – Masters in Education Degree
The Online Masters in Inclusive Education degree from the University of Dundee UK is a specialisation pathway of the Distance learning Masters in Education Degree.
The UK MEd Inclusive Education degree is recognised by the General Teaching Council for Scotland (GTCS), as well as the International Baccalaureate (IB);
- IB Advanced Certificate in Teaching and Learning Research
- IB Certificate in Leadership Practice
- IB Advanced Certificate in Leadership Research
Students would need to study the Leadership and Organisational module if they are pursuing the IB.
This Masters in Inclusive Education specialisation teaches Inclusive Education in the context of current policy and legislation, providing arguments for and against it. In addition, students will learn about Social Inclusion and the impact other laws and policies effects it in turn. Understand Inclusive Education and the challenges and opportunities relating to it, along with historical influences that led to the formation of the current legislation.
Students are taught to reflect upon their personal and professional practices, understanding the subject from viewpoints, beliefs, values and perspectives. This pathway on Inclusive Education Degree takes an enquiry-based approach that teaches the current views on Inclusion practices on both a national and international scale.
It is an ideal pathway for teachers interested in Special Education and Inclusion.
Masters in Inclusive Education PG Cert & PG Diploma entry & exit routes
This Masters in Education – Inclusive Education course provides flexible entry and exit routes at three levels; PG Cert, PG Diploma and a Masters Level.
This UK Education degree can be studied at a normal and accelerated route which allows the MEd to be completed in just 20 months. The Inclusive Education degree is taught via the virtual learning environment from the University of Dundee. It is combined with optional workshops [Currently virtual] to provide additional academic support.
Masters in Inclusive Education Workshops
Important notice: For health and safety reasons, Virtual workshops with UK University faculty and online tutor sessions is currently being used, until the current situation stabilises.
Benefits of an Online Masters in Inclusive Education – Masters in Education specialisation
This MEd is delivered entirely online. Optional workshops for those who require additional academic support are currently held online by the University of Dundee UK faculty. Learning approaches are designed for full time teachers and educators, building in a high degree of flexibility for those choosing to pursue a Masters in Inclusive Education.
All Teaching and Education courses by the University of Dundee UK focus on building a strong community of peers. Engage, learn and support other Teachers specialising in Inclusive Education and benefit from the diverse perspectives and experiences on offer.
Career Path
Inclusion is a strongly debated, rapidly growing topic in Education today. It incorporates not only the effect these policies have on students with learning challenges, but also on the other students, the classroom and the educational institution as a whole.
Its importance has led to an increased demand for Teacher and Educators that understand the complexity of the subject, increasing the career options available to them.
Academic Progression
- Doctorate of Education
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Entry Requirements – Masters in Inclusive Education degree
The Master of Education degree is characterised by a path progression through a PG Cert, a PG Dip to a Masters degree, with entry and exit points at each level.
Recognition for prior learning (RPL) is available for this course. Claims for RPL must match to existing modules on the course with equivalent content. Please speak to your personal Stafford consultant about RPL.
There are both workplace-based and non-workplace-based routes for this teaching course, so you don’t have to be currently employed in an educational setting before applying.
Workplace based Masters in Education Inclusive Education route:
- Professionals who currently work in an educational setting, and wish to enhance their professional learning and improve career progression prospects.
- Must have an undergraduate degree (any discipline).
- If your undergraduate degree was not taught in English, the English Language Requirement is IELTS 6.5 (or equivalent).
Non-Workplace based Masters in Education Inclusive Education route:
- Professionals who have previous work experience (not necessarily current) in an educational setting.
- Must be a graduate (any discipline).
- If your undergraduate degree was not taught in English, the English Language Requirement is IELTS 6.5 (or equivalent).
Reflecting upon Practice
The module aims to provide participants with a framework to enable them to reflect critically on their professional development and their current practice, and as a result enable them to formulate an appropriate professional development action plan.
The module will introduce participants to a professional development model that involves: reflecting on their personal and professional development; engaging with the debates and professional enquiries that have led them to their professional thinking, philosophies and views; reflection upon their current approaches and learning and teaching practice; a self-evaluation of professional development needs and directions.
Research Methods for Professional Inquiry
The purpose of this module is to introduce you to research methodology and methods. In the course of the module you will develop an appreciation of what is entailed in conducting research in a professional field. The module content will follow the stages of research, starting with the research problem/question through to the presentation of findings. This module provides you with an introductory grounding in research methods. This module is also intended to prepare you to progress on to a small scale enquiry and to begin to think about the academic research process and the task of developing and conducting a research study.
The Inclusive Educator
This module provides opportunity to review the arguments for and against inclusive education in the light of current legislation and policy. It also considers the effects of other legislation which impact on social inclusion. The module develops an enquiry-based approach to teaching and learning and is consistent with current views on inclusive practice both nationally and internationally. It considers the importance of policy in relation to practice and provision, taking account of historical influences as well as the impact of current key legislation. The concept of inclusion is explored in terms of opportunities and challenges. A case study stimulates thinking around a range of factors, raising fundamental issues such as values, beliefs and principles for the participant. Throughout the module, the participants are required to reflect and justify their own professional beliefs and practices. Debate about inclusive education is a topic of interest to educationalists world-wide.
Innovation in Education
This module will allow participants to investigate the nature of curriculum and consider theoretical models of curriculum development. This will include consideration of what constitutes curriculum innovation backed up with reference to relevant theory, research and policy. Students will engage in critical analysis of the political, socio-economic and cultural factors that drive and influence educational reform. During the module students will evaluate recent examples of curriculum innovation and critically evaluate the effectiveness or potential effectiveness of these drawing on theory, research and policy. Ultimately there will be a consideration of implications for the student’s future practice in light of a deeper understanding of the subject of curriculum innovation.
International Education*
This module provides practitioners the opportunity to develop their professional knowledge and understanding, skills and attributes in relation to International Education. It provides a critical understanding of principal theories and concepts associated with International Education. Students explore this field by studying key concepts such as citizenship, intercultural awareness, multicultural education, international and comparative education. The focus of the course enables practitioners to develop a school/work-based initiative related to International Education by providing an overview and reflecting on their own international, national and institutional policy and practice context.
Leadership and Organisational Development
This module aims to introduce participants to the concept of leadership and its role within strategic development, organisational learning and communities of practice. Participants will explore and critically appraise the significance of leadership, its relation to management and impact on organisational development. With reference to current literature and research, participants will examine theories of leadership and how leadership differs from management within organisations. It also asks participants to explore the key principles of vision and values, culture and climate. Participants will be asked to consider personal and professional values and the notion of a systems view in the context of guiding organisational change.
Wellbeing of Children and Young People*
Students on this module will consider social contexts, transition procedures and processes and the impact which they have upon children. In particular they will discuss and debate outcomes related to the emotional and cognitive wellbeing of the child. They will also analyse the implications of these contexts upon their role as a professional. Students are asked to compile an audit which relates to children’s wellbeing. Students will also critically analyse a range of government documents including children’s rights, legislation, policy and curriculum framework. Following evaluation of their findings, students plan for development and change, relating ecological frameworks to the 21st century concept of the child as an active social agent.
The culmination of a Masters programme is a substantial piece of work which will contribute to the development and enhancement of professional knowledge and practice for the writer and others across a range of professional fields. Students are expected to show that they can exercise independent critical judgement and that they have command of the necessary research processes required to carry forward and report a systematic investigation, either empirical or philosophical. They are also required to show that they can apply what they have learned through their studies to set up a project which will inform research or will explore an aspect of practice. A study of this professional standing and worth must be well planned and resourced, engage with research and public theories, be critically reflective and explore the assumptions that underpin practice.
*These options are required for the named awards
