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Institution C58

UCAS 0953

3 Years Full Time

Entry Requirements and Fees

2020/21 UK fee: £9,250

2020/21 International fee: £13,500

For further details about fees, please see our Tuition Fee page.

Typical Offer (individual offers may vary):

  • UCAS Tariff points: 104 – 120 (A levels or combination with AS/EPQ/BTEC/Cambridge Technical)
  • A levels: BBB – BCC
  • BTEC/Cambridge Technical: DDM – MMM
  • Access to HE Diploma: Pass
  • International Baccalaureate: 28 points
  • Enhanced DBS check required
  • IELTS 6.0 overall with no element lower than 5.5

Student view

BA (Hons) Education and Special Needs and Disability student
I chose to study the course because I like the fact that it had the placements in the second and third year. In my second year, I went to Rainbow Trust Children’s Charity. They support families with children who have life limiting and terminal illnesses. I got the opportunity to support families, children and their siblings for three weeks. It was really exciting and I learnt how disabilities are portrayed in Health, Education and Social Care.

Course content

This degree is designed to enable you to develop an understanding of the combined subjects of education, special needs and disability. The programme will provide an excellent preparation for you to work with children and adults who have a special need or a disability within the education, health or social care sector.

There is a strong focus on valuing and respecting individual differences in children and adults and the contributions they make as members of our communities.  All the modules on this programme are aimed at encouraging students to think about the importance of social justice, equal opportunity and inclusion in our early years settings, schools, colleges and the wider society.

Our facilities

Over the past few years, we’ve redeveloped both of our campuses so that you have the best facilities available for your degree. We pride ourselves on the quality of the learning environment we can offer our students.

At Bognor Regis campus there is an integrated approach to the provision of learning resources and support.  We offer a substantial collection of books, journals and other materials to help you further your research.

A range of study areas for group and quiet study including Wi-Fi areas for laptop use are available, or you can use our open access PC and Mac areas.  We use an electronic learning environment with an expanding portfolio of online library resources from anywhere at any time.

Our award winning Learning Resource Centre is at the heart of the campus.  It hosts a modern library service with areas for quiet and silent study on both floors. 

Also situated in the LRC is the Support and Information Zone, Costa Coffee and over 80 open access work stations.  An equipment loans centre offers laptops, tablets and other electronic devices for short and long term loans.

Where this can take you

This degree will provide a firm foundation and maximise opportunities for those who may be thinking about working in:

  • teaching
  • community work
  • social work
  • health care 
  • therapeutic arts
  • psychology
  • charities and other voluntary organisations
  • international development

Postgraduate Pathways

Postgraduate study options include PGCE and Masters:

Alumni receive a 15% discount on postgraduate courses at Chichester.

Indicative modules

The programme aims to provide a rich learning experience that will enable you to develop systematic knowledge and critical awareness of current theories, research and advanced scholarship in education, special needs and disability.

The programme has common modules for all students on the Education Studies programmes and core modules for students studying the BA (Hons) Education, Special Needs and Disability.

Year 1: Level 4

Education, Philosophy and Thinking – historical perspectives

This module affords the opportunity for students to begin to explore the key debates in philosophies of education with a particular focus on personal and institutional value systems and how educational contexts have developed over time. The module introduces a coherent historical framework enabling students to understand how educational perspectives and values change and evolve. The module will enable you to actively develop your ability to debate key issues and comment knowledgeably on topics of contemporary relevance in education today. Emphasising links between theory and changing practice in schools, module sessions and student reflection upon published literature will support them in understanding how current thinking has developed.. The module will also introduce the students to the key study skills needed for reading and writing at HE Level 4.

Childhood to Adulthood

The central aim of this module will be to develop an awareness of the biological , intellectual, social and emotional changes that occur from childhood through to adulthood. It will examine the phases of development in children from conception through to puberty, early adolescence and adolescence in a changing world. Psychological perspectives on physical, cognitive and social development will predominate. You will examine growth and physical development in the early years, motor development and maturation. Theories of psychological/cognitive development will be considered and evaluated and transitions to adulthood will be considered from a cross cultural perspective.

Learning Communities – children learning, children thinking

Complementing the module ‘Childhood to Adulthood’ this module explores the sociological influences brought to bear on our success as learners. The module draws on research into thinking, learning and development in order to consider how individuals can maximise learning opportunities for themselves and help others to learn. The module explores influences on learning, development and identity. There will be an emphasis on how learners are included or excluded from education settings. Central to the module is a sociocultural perspective on learning and education which looks beyond the individual, to communities and historical contexts in which learning takes place.

Equality of Opportunity and Diversity

This module aims to explore relationships between cultural identity, social policy and issues of equality and diversity. The module will examine key features of the theory and practice of social and educational inclusion from a number of perspectives across the wider social and more specific educational arenas and explore issues, central to inclusion, human rights, equal opportunities and social justice. It will examine patterns of inequality in selected areas of social policy and provision. While the focus of the module will be on the British experience, some international issues will also be explored with the help of practitioners and you reading of literature. You will have the opportunity to develop and share individual case studies, which will enable you to understand how policy affects the very real experience of individuals and institutions.

Disability and Society

This module will introduce students to the historical and social context of disability in society. It will consider different models of disability that influence society’s attitudes to people with developmental differences. There are many ways in which disability is described and represented and these will be explored. In so doing students will develop their knowledge and understanding of how the disability discourse has changed over time as a result of increased empowerment of people who have a disability.

Speech, Language and Communication

This module will introduce students to a range of developmental, cognitive, social and emotional influences that affect children’s development in speech, language and communication. Students will learn how to evaluate the effectiveness of interventions that contribute to removing barriers to communication and interaction. They will become familiar with the use of Augmented and Alternative Communication (AAC), ICT, sign language and the use pictures/symbols to aid communication. The module will supports students in developing understanding of how to work with children and young people who have speech, language and communication difficulties.

Principles into Practice

This module will continue the debate from the module ‘Disability and Society’ around how disability is positioned in society and how this is reflected in UK legislation. It gives an overview of the laws and policies that relate to the education and care of people who have a SEND and how they affect people who have SEND, their families and the people who work with them. The module will encourage students to develop an understanding of how education, health and social care policies translate into practice and the importance of including the voice of persons with SEND in the provision they want.

Valuing Individual Differences

This module is designed to develop students’ knowledge of atypical development in children and young people. There will be a focus on the medical, genetic and environmental influences on children’s development. They will evaluate theories of child development to gain a deeper understanding of how individual differences can affect learning. In doing so, it will develop their thinking on the current discourses about defining special educational needs and disability.

Year 2: Level 5

Global Trends in Education

(Module information to come)

Research in Education

This module is designed to develop your understanding of the role and importance of research in the field of education. It will start to prepare you for undertaking a dissertation on an aspect of Education. The module will introduce you to key important theoretical and conceptual issues in research, (e.g. ethical issues, bias, building explanations and causality). It will provide an introduction to shaping research questions, research design and the selection of appropriate data collection methods to the investigation of children’s lives and learning. The data collection methods explored will include observational techniques, interviewing adults and children, the use of questionnaires and secondary data analysis. You will be introduced to research that explores the relationship between Education and progress for all pupils e.g. personalised learning, promoting learning-focussed behaviours and developing language for learning.. The link between theory and practice will be foregrounded as you use key research themes to reflect upon your own and others’ education experiences.


In order to broaden student knowledge and understanding of a range of educational contexts, and to develop insights beyond the classroom students will undertake a placement experience in an education setting of their choice. Such placements might for example, include time spent supporting individuals or groups in a SEN or early childhood context. Through this module you will be introduced to the importance of context in education and the complexities of education at large. You will organise and complete a self-funded three week placement researching a mutually agreed topic and question. This module will help develop your research skills as outlined in the module ‘Research in Education in a new cultural context. In negotiation with the Year Coordinator/Programme Coordinator, students will be able to arrange their own placements.

Forest School: principles and practice* (option)

(Module information to come)

Introduction to Motor Learning and Development * (option)

(Module information to come)

Learning Theories and models of learning *(option)

(Module information to come)

Understanding Families

To enhance students understanding, the module will include opportunities to listen to the experiences of families and persons who have a SEND. The legislation and statutory requirements will be re-examined from the perspective of the family. Other topics will include, the impact on siblings; family functioning; support groups and other charitable organisations; advocacy and empowerment; transitional points for families across the lifespan, and how professionals work with families.

Interprofessional Collaboration

Students will develop understanding of the roles of key professionals including: paediatricians, clinical and educational psychologists; speech and language therapists; occupational therapists; social workers, community nurses; counsellors; creative arts therapists; teachers and the SENCO; voluntary care workers. Through engagement with government documents and relevant literature they will make links between theoretical perspectives on interprofessional collaborative practice and the lived experiences of families and individuals who have a SEND.

Engaging All Learners

Areas covered will include communication and interaction; cognition and learning; including; social emotional and mental health; sensory and physical impairments and medical conditions. They will apply this knowledge to understanding how to personalise learning that supports children’s access to the curriculum and raises achievement within an inclusive learning environment. It will consider the transitions experienced in early years and young adults’ move into further education. They will develop skills in observing, planning and reviewing teaching and learning strategies to ensure children and young adults are making progress.

International Perspectives

Students will be introduced to various global documents on the care and education of persons with a disability (UNICEF, UNESCO, WHO). Other topics will include; SEND and ethnicity; religious, spiritual and cultural attitudes towards disability; other factors that result in children having a SEND; global issues and challenges for families; hearing the voice of persons who have a disability; developing culturally competent professional practice.

Year 3: Level 6

Mathematical Thinking

In this module, you will study the themes of representation and communication in mathematics, to include early emergent mathematical thinking as well as more advanced representations. You will develop your understanding of key theories and practice that underpin the development of learners’ mathematical thinking and understanding and a range of resources and teaching approaches will be related to these ideas.

Creativity, Technology and Learning

This module will enable students to investigate, both academically and practically, how new technologies can be used in learning and teaching in a wide variety of educational settings from home through school to university. At the same time the concept of ‘creativity’ in education in relation to new technologies will be explored. The overall aim being to provide you with the opportunity to look at the potential for new technologies to be both used in enabling creativity and in creative pedagogy. During the module you will learn to use hardware, for example digital cameras, interactive whiteboards and data loggers; software such as video editing and web based materials, and evaluate their contributions to learning through reference to analytical and pedagogical frameworks. The content of this module will enable students to use knowledge and understanding to inform their practice and approach to studying and pedagogy.


This module builds on the placement experience in Level 5 and will serve as a context for the Independent Project to be submitted after Easter in the final semester. The module provides you with an opportunity to work with children and young people in a professional setting. The placements are organised by you in conjunction with relevant staff and provide you with a choice of approved setting, according to availability. Settings may include, for example, special school, day nursery, family support tea’, out of school provision, libraries, community play or youth scheme, medical provision for children or young people. You will be enabled to demonstrate your capacity to engage in the workplace alongside professionals and to learn by observing, doing and reflecting on their performance. You will learn to support your own development by keeping a learning journal or diary which incorporates targets and self-evaluation.

Professionalism and Pedagogy * (option)

This module aims to examine contexts in which teachers develop their skills, confidence and ethos in their professional world. To do so, it aims to engage students in reviewing their own education experience while exploring the concept of professionalism. It will be explored critically through an examination of the role of professionals in the context of cultural and political change.

The module will explore the professional attributes and responsibilities expected of schoolteachers, which include organisation, role modelling, the development of respectful relationships and autonomy within the relevant statutory frameworks. Professionalism will also be explored in practice; students will be required to investigate roles and responsibilities through the experiences of a trainee or newly qualified teacher. The roles of other professionals who work with teachers will also be examined. The module will also seek to support students in meeting specific entry requirements into professional training, such as skills tests or interviews.

Comparative Education – the International Context * (option)

The module explores global issues in education and the different contexts in which children and young people learn and educators teach – in formal and informal settings. It begins by introducing key concepts used in international education policy and practice. It presents information and research around educational opportunities and inequalities worldwide and discusses their historical and sociological origins. As well as considering current concerns in education the module identifies future trends and challenges. It explores the role of professional educators in international contexts and the skills and knowledge required to work in these contexts.

Disability Studies

Topics covered will include: legislation and disability rights; the implications of the SEND Code of Practice (2014); the voice of children and young adults who have a SEND; the role of educators; the various definitions and approaches to impairment and disability; disability as an equal opportunities and policy issue; cultural representations of disability; lifelong learning; transitions; Foucault theory on power and disability; and Bourdieu’s views on disability and social capital; social exclusion; ethics and disability.

Being a Professional

Topics included in this module will be; working in the health, social care, education and voluntary sectors; working with other professionals in statutory and voluntary organisations; assessing and managing risk; safeguarding; leading and challenging practice; creating enabling environments and planning activities, and practitioner inquiry.

Independent Project

Teaching and learning methods employed on this module will include: lectures on research methods and the research process, guided research and tutorials. The module will introduce and explore research approaches and design through a series of seminar sessions. Students will also receive tutorial support from a designated tutor. At key points formative assessment will be given on drafts of the project. Most of the learning will be independent, making use of journals, research methodology textbooks and policy developments in the student’s field of interest.

International English Studies

Include International English Studies: 

Teaching and assessment

The teaching and learning strategies employed by the Programme are designed to enable you to effectively master a broad base of concepts, skills, knowledge, understanding and practice.  You will be challenged to go further than tackling immediate issues.  You will be given opportunities to apply your knowledge flexibly and appropriately in a variety of contexts.  Emphasis will continually be on you asking questions, generating hypotheses, and providing explanations that are indicative of undergraduate scholarship.  We expect you to be proactive, responsive, and responsible for your own learning.

Modules are the basic unit of the curriculum. The structure of the Programme is designed in accordance with the University modular scheme framework, whereby a single module is worth 15 credits with normally 30 hours of contact time and a further 120 hours of independent study. 

You will need to gain 120 credits at each level in order to progress to the next level. It follows, therefore, that you need 360 credits to graduate.

The taught modules are structured to allow for lectures, workshops, practical sessions, outdoor learning experiences, field trips, case studies, whole group and sub-group activities, as appropriate for the study of each module theme.  You will work with an innovative tutor team and engage in learning in many different ways.

Different types of assessment modes are employed across modules to enable you to provide evidence of a range of knowledge, skills, and understanding and competences developed by the Programme.  These assessment methods include essays, presentations, examinations, lesson plans, academic posters, curriculum packs, lesson commentaries, an independent project and practical application in a workplace setting.

Assessment procedures ensure that you gain a precise indication of your progress through the Programme, which in turn empowers you to take responsibility for your learning.  The Programme is designed to ensure that the various components of the Programme are planned so that you experience a range of assessment tasks, and that the scheduling of your assessments is balanced.

Additional Costs

Include Additional Costs: 

Additional Costs