A collaborative international program jointly provided by the University of East London and ICEP Europe.

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Program Overview

We are delighted to introduce this new online Post Graduate Certificate / Post Graduate Diploma / Masters in Special and Additional Learning Needs, developed jointly by The Cass School of Education and Communities, University of East London (UEL), and the Institute of Child Education and Psychology (ICEP) Europe.

Both UEL and ICEP Europe have a long track record in providing quality programs in the field of special educational needs in the UK, Ireland, and internationally. The collaboration between the two institutions comes from a shared interest in offering a first class provision in higher education that is accessible to international educators. The program aims to build upon participants’ existing skills and competencies, thus enhancing the quality of education for children and young people with special and additional learning needs in a variety of settings worldwide.

This international program is relevant to both mainstream and specialist settings and the overall aim is to build the capacity of teachers and other professionals to respond effectively to the diverse educational needs of all learners, including those with special and additional educational needs.

Who is the program aimed at?

This program is for all those, both in Australia and internationally, who are interested in Special and Additional Learning Needs and want to progress to an MA qualification.

The online format of the program and the flexibility to pay for modules on an individual basis offers busy professionals the opportunity to work around their existing schedule and gain a recognized University qualification regardless of location.

Entry requirements

Entry requirements are flexible to allow for credit to be given to work based learning. Applicants must:

•      Have an undergraduate honours degree (or equivalent: e.g. certificate of education; higher level professional training in education with demonstrable parity in experience), minimum 2:2 classification or equivalent. (Please note: The educational standards for teaching vary from country to country – you must check with your own home countries requirements to ensure you fulfill the correct criteria).

•      In the case of applicants whose first language is not English, then IELTS 7 (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programs.

Program structure

The international program is taught entirely online and the typical duration of the MA program is a minimum of two years, and a maximum of six years (in accordance with UEL’s Academic Framework and modular regulations).

Credit rating and module choice

Participants enrol on the program for the start of the Autumn or Spring term and will normally complete one 30 credit module per term. There are three terms every year, beginning in September, January, and April.

The overall credit rating of this program is 60 for PG Cert. (2 Modules), 120 for PG Dip. (4 Modules), and 180 for MA. (4 Modules plus Research Methods and Dissertation).

The table below outlines how many modules are required for the award of each program:

Program Module in inclusive education Number of other modules required Research methods module and dissertation
PG Cert.




PG Dip.








All students must complete the appropriate number of modules depending on the program they have enrolled on.

The modules available throughout this course are as follows:




Inclusive Education: Collaboration and best practice



Autism Spectrum Disorders: Contemporary perspectives and best practice



Dyslexia and Literacy: Issues, perspectives and best practice



Applied Behavioural Analysis: Critical exploration and practice.



Exceptionally Able Learners: Understanding theory, perspectives and practice.



Understanding Behaviour: Theories, perspectives and best practice.



Research methods and dissertation


MA Only

Note: Modules will be available during each term subject to minimum participant numbers.

Module Descriptions

Inclusive Education: Collaboration and best practice

This module provides a comprehensive introduction to the theory, philosophy and practice of inclusive education for students with additional educational needs. It provides a comprehensive understanding of a wide range of issues related to inclusion, assessment, and dealing with students with learning difficulties and disabilities who require additional support. The module focuses on developing participants’ knowledge of inclusive education and SEN practices, emphasizing diverse teaching and learning needs including disabilities and learning difficulties. The module will provide an overview of the current international climate on inclusion and how this compares with current national policies. Issues around early identification, assessment and screening will be addressed as well as the considerations for collaboration and modifications necessary to facilitate inclusion at the whole-school level. Principles of effective instruction and planning for individualized learning goals will be discussed.

Autism Spectrum Disorders: Contemporary perspectives and best practice

This module will introduce participants to the history of Autism and Autism Spectrum Disorders and review the most up-to-date scientific theories and educational research. The module provides an overview of the principles of assessment and early identification of Autism Spectrum Disorders as well as the rationale and evidence-base for various current interventions. The module will critically evaluate various approaches and interventions. Typical problem behaviours and the functions of these behaviour types will be covered, and positive coping strategies for the classroom will be outlined. The aim is to help teachers in both mainstream and special education to understand this disability and help them adjust their teaching style to accommodate these children. Also to help them identify specific interventions / teaching strategies and approaches which they can use in their classroom.

Dyslexia and Literacy: Issues, perspectives and best practice

This module will serve teachers and other professionals in both mainstream and special schools in the UK and Internationally.  This module aims to expand participant’s knowledge and understanding of dyslexia and literacy difficulties both from a theoretical and professional perspective. It critically examines theories and definitions of dyslexia and literacy, and explores cultural and policy contexts, current controversies and research perspectives. Participants are provided with a solid foundation for understanding the needs of students with dyslexia and literacy difficulties and are supported in developing evidence-based skills and strategies and reflecting upon their own professional practice.  This module offers the opportunity to critically examine a range of specialist and inclusive pedagogical approaches. It aims to develop knowledge and understanding of evidence- based practices and interventions for the support of students with literacy difficulties both at a whole school and individual level.

Understanding Behaviour: Theories, perspectives, and best practice

The aim of the module is to enable participants to explore and understand behaviour from a variety of perspectives in order to be able to develop practice and support learners. The module will enable participants to understand and reflect on student behaviour as well as examine and develop approaches to management and learning. It will also look at how to develop and implement effective school-wide positive behaviour policies, and draws upon findings of best practice research and experience of successful schools. Further topics covered are problem solving, communication skills, social skills training, anger management and conflict resolution. Preventative strategies and approaches for encouraging and fostering a positive school environment and relationships are also covered in depth.

Exceptionally able learners: Theories, perspectives and best practice

Suitable for teachers and other professionals working with exceptionally able youngsters, this module explores the key topics teachers and others need to know about the education of these students. Among the areas covered are motivation, underachievement, peer pressure, social acceptance and dual exceptionality. Assessment skills and identification issues across the age range are also addressed. Social and emotional issues are explored and best practice guidelines for effective collaboration with parents and the students themselves are presented. There is an emphasis on whole-school planning and development to meet the diverse needs of exceptionally able students within an inclusive school context. From an evidence-based perspective we focus on how teachers can most effectively tailor their instruction to meet the educational needs of exceptionally able students. By the end of the module teachers should be able to differentiate instruction, design individualised lesson plans for gifted students, and will have a much greater understanding of the needs of exceptionally able students.

Applied Behavioural Analysis: Critical exploration and practice

Applied Behaviour Analysis is a precise, systematic and measurable method for teaching children with developmental disabilities to learn. In this module we cover all the key techniques of the ABA method, which include positive reinforcement, graduated prompting, repetition and teaching tasks in discrete steps. You will learn to apply ABA procedures in order to increase behaviours, teach behaviours and decrease challenging behaviours.  You will gain an understanding of learning theory and the application of learning theory to youngsters with disabilities and you will learn how to motivate children with severe and profound disabilities to learn new skills.


Assessment is through written assignments, and there is a single assignment of 5,000 words to be completed for each module.

For the award of MA a dissertation of 14,000 words is undertaken on completion of all the taught modules.

Requirements for gaining an award

In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level 9 (AFQ).

In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level 9 (AFQ).

In order to obtain a Masters, you will need to obtain 180 credits at Level 9 (AFQ) and a 60 credit level 9 core module of advanced independent research.

(Note: If you have existing MA level credits in a relevant area they may be transferred into this program up to a maximum of 50% of the award).

How to Apply?

Applying for your course is quick and easy:

Step 1: Download program application form Application Form UEL January 2018

Step 2: You can send this form as an e-mail attachment to admissions@icepe.eu, or you can print it out and send it by surface mail to:


Institute of Child Education and Psychology Europe,

Unit K4, Maynooth Business Campus,


Co. Kildare,

Republic of Ireland

Applications are now being accepted for January 2018 intake. Application deadline: 21st December 2017.

Further Information

If you would like to find out more about the program please feel free to get in touch through our contact details below.

University of East London Institue of Child Education and Psychology Europe



Nicole Whitelaw                                 

       Tel:+44 (0)20 8223 6368 

       Email: n.whitelaw@uel.ac.uk



Dr Deirdre MacIntyre

Tel:   (UK) + 44 (0)208 354 7592

Email: info@icepe.eu