BA (Hons) Education, Special Needs and Disability

Childhood to Adulthood

This dynamic module explores the journey of human development from conception through to adulthood, equipping students with a deep understanding of how individuals grow, change, and adapt across the lifespan. You will examine the cognitive, social, physical, and emotional transformations that shape identity and experience, and consider how these changes influence behaviour, learning, and wellbeing in an increasingly complex and evolving world.

Bringing theory to life, the module introduces key psychological perspectives on development and encourages evaluation of their relevance across diverse cultural contexts. You will gain insight into how development is experienced differently around the world, fostering a global and inclusive perspective.

Through the exploration of real-world contexts—including a range of educational settings—you will develop the skills to apply theoretical knowledge to practice. By the end of the module, you will be able to critically analyse developmental processes and transitions, and understand their implications for individuals across different life stages.

Learning Communities: Children Thinking, Children Learning

Complementing the module ‘Childhood to Adulthood’ this module explores the sociological influences brought to bear on our success as learners.

The module draws on historical and contemporary theory and 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. 

Science and Society

This module aims to explore the key theoretical and pedagogic knowledge and attitudes related to the learning of science in schools and early years settings so that it is possible to build a scientifically literate population.

The module seeks to develop student’s understanding of the importance of science in society and educational settings and how science capital may be fostered and developed.

The module will explore science-specific pedagogy to engage learners in science learning episodes.

This will involve students learning how to use the ‘outside classroom’ to teach and foster engagement.

The module will consider the importance of cognitive science in the learning process and students will identify how theory and practice are linked and how research informs practice.

Diversity and Inclusion in Contemporary Education

This module aims to explore issues of equality and diversity within the context of contemporary education. Individual differences and attitudes towards these within contemporary education are explored in relation to other relevant contextual influences such as culture, policy and social systems.

Inclusion as a complex and contested concept is examined in relation to individual differences, identity, educational policy and practice. The module will examine issues central to inclusion, human rights, equal opportunities and social justice. It will examine patterns of inequality and theoretical models will be used to inform analysis of contemporary policy and practice.

Educational Perspectives

This thought-provoking module introduces first-year students to the key ideas, movements, and debates that have shaped education over time. Drawing on historical, philosophical, sociological, psychological, and ideological perspectives, students will explore how different ways of thinking have influenced what education is, who it is for, and what it should achieve.

Students will critically engage with fundamental questions such as: What knowledge is most valuable? What should children learn—and why? How do political and social forces shape education? Through examining competing perspectives—including child-centred, vocational, and critical approaches—students will begin to develop their own informed stance on the purpose and future of education.

The module also connects theory to real-world challenges by exploring contemporary issues in education, including the role of the Sustainable Development Goals (SDGs). Interactive workshops encourage students to participate in discussion, debate, and collaborative thinking about how education can contribute to a more equitable and sustainable global society.

By engaging with key literature and reflecting on evolving educational practices, students will start to develop critical thinking skills and a strong foundation for their studies. This module empowers students to understand, question, and contribute to ongoing conversations about education, values, and change in a rapidly developing world.

 Speech, Language and Communication

 This module explores speech, language and communication as fundamental aspects of human interaction, participation and human rights, recognising diverse ways in which people communicate and make meaning. Grounded in a rights-based and inclusive framework, it moves beyond deficit-oriented and diagnostic models to focus on removing barriers within environments rather than locating difficulty solely within the individual. 

Students will develop an understanding of the wide range of speech, language and communication profiles across all learners, and how these are shaped by social, cultural and educational contexts. Emphasis is placed on universal and targeted approaches to communication-supportive practice, including the design of inclusive classroom environments, the use of visual supports, Augmentative and Alternative Communication (AAC), digital technologies, and multimodal forms of expression.  

The module also explores collaborative, multi-professional working (including specialist support) and the importance of partnership with children, families and practitioners. Students will engage with principles of co-production, learning to listen deeply to the perspectives of children and families and upholding their right to be heard, to participate, and to express themselves in ways that are meaningful to them. It also supports the development of communication, self-advocacy and positive identity. 

Through critical engagement with research and practice, students will evaluate approaches to supporting communication that prioritise participation, belonging, equity and dignity. The module prepares students to create responsive, inclusive environments where all forms of communication are recognised, valued and supported. 

Forest Schools: Principles and Practices

A Forest School is a journey of self-discovery and awareness in the outdoors in which participants are given the freedom to explore their surroundings, themselves and others through their curiosity and imagination.

This module explores principles that underpin the Forest School approach and reflects on evidence for its effectiveness.

To enable them to engage fully in these reflections, students will learn and use practical skills expected of a Forest School Practitioner.

This will be contextualised through the critical analysis of current best practice.

This module aims to further develop knowledge, skills and understanding in the outdoor environment by broadening experiences and technical practice.

Engaging All Learners

This module enables students to engage critically with the principles and practices of engaging all learners, with particular consideration of learners with special educational needs and/or disabilities in a global context. Students will explore developmental, cognitive, social and emotional influences on learning and progress, alongside international perspectives on disability, health, education and care. They will examine how cultural, social and economic contexts, including factors such as war, poverty, natural disasters and affluence, shape experiences of inclusion, access and participation.

Through engagement with current media, research and academic literature, students will critically reflect on assumptions surrounding special educational needs and disabilities, ethnicity, culture and inclusion. The module develops knowledge of communication and interaction; cognition and learning; social, emotional and mental health; and sensory, physical and medical needs. Students will learn to personalise learning, promote accessibility, participation and belonging, and remove barriers through inclusive approaches, including the use of AAC and ICT.

The module also emphasises the importance of pupil voice and partnership with parents, carers and external agencies. Students will develop skills in observing, planning and reviewing teaching and learning to support progress, health and wellbeing, and to enable successful transitions across educational contexts.

Professional Placement

To broaden 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 SEND or early childhood context or in some other organisation which has an educational element to its work, for example a theatre or museum.

For some students the module might place them away from the university in a location contrasting sharply with West Sussex and chosen for its unfamiliarity and challenge, this maybe outside the UK.

In this environment, students will have the opportunity to look, think and question. Using diverse evidence (e.g. conversations with local people, site visits, the media, formal research and visits to school), students will build their understanding of the nature of education in that place. 

Through this module students will be introduced to the importance of context in education and the complexities of education at large. 

They will be responsible for organising and then completing a placement researching a mutually agreed topic and question.  

In negotiation with the module coordinator, students will be expected to arrange their own placement. The placement will typically last for three working weeks (15 days), any variation on this duration needs to be agreed with the module coordinator. 

Exploring the Curriculum 

This exciting module brings the foundation subjects to life, exploring how they inspire children and young adults to develop cultural awareness, historical understanding, and ethical insight. Students will discover how subjects such as history, languages, and religious education ignite curiosity about the world and help children make sense of diverse cultures, beliefs, and lived experiences.

Through engaging with distinctive concepts and creative pedagogical approaches—such as historical enquiry, communicative language learning, and reflective exploration of values—students will explore how powerful approaches can spark imagination and deepen understanding. The module encourages students to think critically about how we learn, why these subjects matter, and how teaching them in creative and meaningful ways can have a lasting impact.

Students will build their knowledge through discussion, research, and critical engagement with current educational evidence, developing confidence in connecting theory with practice. They will also explore how to design learning experiences that foster curiosity, respect, and appreciation of different worldviews.

By the end of the module, students will be equipped not only with a strong understanding of the foundation subjects, but also with the ability to critically evaluate how they are taught—and to champion creative, inspiring approaches that enrich children’s learning and broaden their horizons.

Professionalism and Collaborative Practice

This module will enable students to develop their knowledge and understanding of working in different contexts with children and young people who have a Special Educational Need and/or Disability (SEND), and their families.

It will identify the roles of key professionals in health, education and the social care and how they need to coordinate their services to benefit families and individuals who have a SEND.

Students will consider the importance of collaborative practice between professionals from different agencies.

Students will be encouraged to evaluate what is meant by effective service provision and understand how local authorities are required to meet this provision within their Local Offer.

Disability in Society

This module critically examines disability as a social, political and cultural construct, exploring how understandings of disability have developed and continue to evolve over time. It traces the historical emergence of different models of disability, including medical, social and more contemporary critical approaches, and considers how these frameworks shape societal attitudes, policies and practices.

Drawing on key theoretical perspectives, the module interrogates how disability is produced through structural, relational and discursive processes, including the role of power, representation and exclusion. Students will explore how disability is constructed and contested across a range of contexts, including media, education and everyday social interactions.

The module also considers the influence of activism and the growing impact of disabled people’s voices in challenging dominant narratives and reshaping discourse. Particular attention is given to questions of accessibility, equity and inclusion, examining the extent to which societies enable or restrict participation.

Through critical engagement with theory, research and lived experience, students will develop their ability to analyse how disability is understood and represented, and to evaluate the social conditions that shape more (or less) inclusive and affirming societies.

The World of Play

This module challenges traditional assumptions about play, encouraging students to rethink its value beyond early childhood and recognise its powerful role across the lifespan. Students will explore play as a rich, dynamic, and essential part of learning, development, and wellbeing, uncovering its importance in both formal and informal contexts.

Taking a deep and thought-provoking approach, the module invites students to examine the complex nature of play through multiple perspectives—global, national, and local. Students will consider how play is experienced and understood by children, educators, and parents or carers, developing a well-rounded and critical understanding of its significance.

A central theme of ‘play for all’ runs throughout the module, prompting students to explore a wide range of contemporary and challenging issues. These include children’s rights to play, play across the lifespan, the role of play in education and in crisis contexts, the impact of technology, and questions around inclusion, gender, and diversity. Students will also investigate how play has evolved over time and how it continues to shape—and be shaped by—society.

Through discussion, critical inquiry, and engagement with current research, students will develop confidence in evaluating different perspectives on play. By the end of the module, students will be empowered to advocate for meaningful, inclusive, and creative approaches to play that support learning, wellbeing, and social connection in a rapidly changing world.

Independent Project 

This module aims to provide a context in which students can broaden and deepen their knowledge and understanding of an educational topic as well as the importance of research within educational contexts.

Areas of interest will be identified, developed and refined into a research project. During this process, students will be provided with guidance and support to raise awareness of different approaches to the investigation and presentation of their project. 

Professional Enrichment  

This module aims to provide contexts in which student teachers develop their skills and confidence in their professional world. To do so, it aims to engage student teachers in effective professional development within an area of interest relevant to education. 

You will hone skills and develop your knowledge, including transferrable skills in preparation for the dynamic workplace, such as project management, organisation and communication skills.   

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 both mainstream and specialist educational settings and outside of formal education.

Students will evaluate how technology can be effectively harnessed to foster inclusion and help people to learn. In particular, it will consider the potential for new technologies to be used creatively by students and teachers.

The module will consider a range of different technologies, including artificial intelligence, and will explore the potential opportunities, challenges and risks associated with these. 

The module will involve practical exploration of a range of technologies in workshop sessions.

Students will learn how to use different analytical frameworks and theoretical perspectives to understand and evaluate technology adoption and use.

They will apply their knowledge and understanding of technology to specific educational problems or scenarios. 

Education for Global Citizenship  

This module builds on the principles of social justice and the global dimension met through other modules. It aims to support you in understanding the relationship between global issues and the role of education in helping children make sense of these.

In doing so, it will draw upon curriculum outcomes, statutory guidance and non-statutory guidance / ambitious objectives from international, national and local frameworks (e.g. UN Sustainable Development Goals). You will refine your understanding of social justice and injustice, equality and diversity and realise the interconnected nature of local and global policies, actions and events (inc. those that are natural, political, and social).

Seminar sessions, workshops, discussions, personal reading and research and reflections on school placement will support learning throughout this module.  It is the intention to model, demonstrate, and guide you in ways that can support children to understand the relationship between local and global events.

Critical and analytical discussions through seminars will also support you in developing your understanding of the role of education in regard to both global citizenship as a subject and being a global citizen.   

 Mental Health and Wellbeing in Education

This module explores mental health and wellbeing (MHWB) in education across the lifecourse, with a particular focus on the role of education in shaping experiences from early childhood through to adulthood. Moving beyond individualised and deficit-based models, it understands wellbeing as dynamic and relational, shaped through the interaction of social, cultural, economic and environmental factors. 

Students will examine how a range of interacting risk and protective factors operate across systems and contexts, and how intersecting identities and experiences of inequality, including minority stress, influence MHWB over time. The module critically engages with current understandings of MHWB in the UK within a global, questioning dominant narratives around risk, resilience and responsibility and considering the impact of current global events and contemporary influences (in the digital and social world). 

Grounded in a rights-based approach, the module emphasises the importance of participation, voice and empowerment, while recognising the limits of individual responsibility within broader structural conditions. It explores how societal values and priorities, alongside education policy and practice, shape the MHWB of children, young people and adults in educational contexts. 

A key focus is the role of educational settings as relational and cultural spaces that can both support and constrain wellbeing. Students will consider how inclusive, whole-setting and collaborative approaches (working with families, communities and multi-professional services) are linked to learning outcomes, and can promote belonging, participation and wellbeing across the lifecourse. 

Creative Approaches to Primary English and Mathematics

This module will inspire students to reflect on key themes that underpin creative English and mathematics education in the primary school. Themes may include: curiosity and enjoyment, play and exploration, power and justice, meaning and understanding, pedagogical approaches, and inclusive practices.   

Students will reflect on key ideas and concepts, and how these are translated into creative educational practices and curriculum design. 

 Critical Perspectives on Families and Disability 

This module explores how families experience, navigate and are shaped by disability, understood as a socially produced phenomenon emerging from disabling barriers, exclusionary practices and structural inequalities. It critically examines the family as a socially constructed system, shaped by normative assumptions about care, dependency, productivity and ‘normality’. 

The module draws upon diverse theoretical perspectives that examine family systems, adaptation, and the dynamics of power and inequality, The module adopts an intersectional approach, considering multiple, overlapping forms of social difference and inequality (for example, age, race, class, gender and sexuality), and how these intersections shape family experiences and access to support. It critically engages with dominant discourses relating to disability, questioning how these are constructed and whose interests they serve. 

The module centres lived experience as a form of critical knowledge, engaging with first-person accounts, co-produced research and activist perspectives to challenge dominant professional and academic narratives. Lived experiences of families are considered in relation to broader societal influences, including structural inequality, policy, professional practice and cultural norms, integrating philosophical and theoretical perspectives with contemporary accounts of family life.