Special Educational Needs (SEN) – Advanced

Establish a rigorous working definition of special educational needs rooted in the legal framework provided by the Children and Families Act 2014, the SEND Code of Practice, and preceding legislation. This module examines the main theories of learning and development relevant to understanding how children with SEN acquire knowledge and skills, introduces the concept of personalisation and how it differs from differentiation, explores the principles of coaching and mentoring for children with SEN, and covers the range of approaches used to monitor and assess children’s outcomes, including Education, Health and Care Plans and EHCP annual reviews.

Trace the historical development of educational thinking and provision for children with moderate learning disabilities, from early segregationist approaches through to contemporary inclusive practice. This module examines the two main models of disability and the concept of false opposition, analyses perceptions and attitudes towards children with moderate learning disabilities and how these can be made more positive within classroom cultures, and explores how the effects of moderate learning disabilities on academic attainment, social development, and emotional wellbeing can be mitigated through targeted support and inclusive pedagogy.

Examine the nature and characteristics of severe and profound and multiple learning disabilities (PMLD) and the distinctive educational, therapeutic, and personal care needs of children and young people in this category. This module covers approaches to communication with non-verbal learners, the role of augmentative and alternative communication (AAC) tools, how to create accessible and stimulating learning environments, and the multi-agency support structures — including education, health, and social care — that are essential for children with the most complex needs.

Develop a thorough, evidence-based understanding of autism spectrum condition (ASC) as it presents across the broad range of ability and need in educational settings. This module examines the diagnostic criteria and characteristics of autism, the triad of impairments framework and its evolution, sensory sensitivities and their impact on classroom experience, evidence-based approaches to supporting autistic learners including visual supports, structured teaching (TEACCH), and social stories, and how to work effectively with parents, carers, and specialist autism teams to create individualised support plans.

Explore the neurological basis, diagnostic profile, and educational implications of ADHD in children and young people. This module examines the three main presentations of ADHD — predominantly inattentive, predominantly hyperactive-impulsive, and combined — the role of executive function difficulties in academic underperformance, evidence-based classroom strategies for supporting attention, impulse control, and task completion, the role of medication and behavioural interventions, and how to support children with ADHD in managing transitions and unstructured time in the school day.

Examine the phonological, cognitive, and neurological basis of dyslexia and its impact on literacy acquisition, reading fluency, spelling, and written expression. This module covers the identification of dyslexia and related literacy difficulties including dysgraphia, the use of structured literacy approaches including the Orton–Gillingham method and phonics-based intervention programmes, assistive technology tools that support reading and writing, and how to create a classroom environment that reduces the stigma associated with literacy difficulties and supports the confidence and resilience of affected learners.

Investigate the range of speech, language and communication needs (SLCN) that affect children across educational settings, from developmental language disorder and selective mutism to stammering and social communication difficulties. This module examines how to identify children whose communication needs are not being met, the role of the speech and language therapist and how education professionals can implement SaLT-recommended strategies in the classroom, how to create language-rich environments that support vocabulary development and verbal reasoning, and the particular communication needs of children who are new to English.

Explore the breadth of social, emotional, and mental health (SEMH) difficulties that may affect children and young people in educational settings, including anxiety, depression, attachment difficulties, trauma responses, conduct disorder, and oppositional defiant disorder. This module examines the links between SEMH needs and behaviour that challenges, the role of trauma-informed practice, restorative approaches, and therapeutic support, how to distinguish between SEMH needs and other forms of SEN, and how schools can create psychologically safe environments that promote emotional regulation and positive mental health.

Examine the educational implications of physical disabilities, visual impairment, hearing impairment, and multi-sensory impairment for children and young people in mainstream and specialist educational settings. This module covers reasonable adjustments and access arrangements, the role of specialist advisory teachers for visual and hearing impairment, mobility and independence support, how to adapt resources and the physical environment, and the importance of supporting children with physical and sensory needs to develop the self-advocacy skills that will enable them to access learning and wider life as independently as possible.

Develop the professional skills and interpersonal competencies required to engage effectively with the parents, carers, and multi-agency professionals who surround children with SEN. This module examines the legal rights of parents and carers under the SEND Code of Practice, strategies for building productive and trusting relationships with families from diverse backgrounds, the roles of the educational psychologist, school nurse, social worker, paediatrician, and other professionals in the team around the child, and how to contribute meaningfully to EHCP reviews, multi-agency meetings, and annual review processes as an education support professional.