Inclusive Education & Technology is a unique programme taught by researchers who work closely with leading practitioners. Block teaching enables you to attend for part of the year and then study from home. Taught modules: Enabling e-Inclusion; ICT & Literacy; Social Justice and Education Policy and an extended dissertation.
KEY BENEFITS
- A unique programme not available elsewhere.
- Taught by researchers who work closely with leading practitioners.
- Block teaching enables full-time students to attend for only part of the year and then study at a distance from home.
- Located in the heart of London.
KEY FACTS
Student destinations
Career enhancement.
Programme leader/s
Dr Chris Abbott
Awarding Institution
King's College London
Credit value (UK/ECTS equivalent)
UK 180/ECTS 90
Duration
One year FT, two to four years PT, September to September.
Location
Waterloo Campus or online using the King's elearning service.
Year of entry 2013
Offered by
School of Social Science and Public Policy
Department of Education and Professional Studies
Closing date
30 September or until programme is full.
Intake
Maximum 20 per year.
Fees
PT Home: £2550 (2013)
PT Overseas: £n/a
FT Home: £5100 (2013)
FT Overseas: £12000 (2013)
CONTACTS
Contact information
Postgraduate Officer, Centre for Arts & Sciences Admissions (CASA)
tel: +44 (0) 20 7848 7207
fax: +44 (0) 20 7848 7200
Email
Website
PURPOSE
For all those who are involved with inclusive education and assistive technologies: the use of technology by and for people with learning difficulties and disabilities. Students will focus on the use of technology for learning, within a broad theoretical framework that acknowledges the social model of inclusion.
DESCRIPTION
This is an unique programme which is not available elsewhere. It will be taught by researchers who work closely with leading practitioners. Block teaching will enable full-time students to attend for only part of the year and then study at a distance from home. Students will follow an integrated programme consisting of three taught modules and an extended dissertation.
STRUCTURE OVERVIEW
Core programme content
Indicative non-core content
- Enabling e-Inclusion
- ICT and Literacy
- Social Justice and Education Policy.
FORMAT AND ASSESSMENT
Three modules (90 credits) plus dissertation (90 credits). Each module is assessed through coursework. There are no written examinations. Block teaching.
MODULES
More information on typical programme modules.
NB it cannot be guaranteed that all modules are offered in any particular academic year.
Teaching staff: Dr Chris Abbott
Module code: 7SSEM019
Credit level: 7
Credit value: 30
Semester:
Semester 2 (spring)
This is a cross-curricular module which has been popular with students on the Languages and ICT programmes. The module will examine issues related to new and wider definitions of literacy in the light of developments in Information and Communication Technology (ICT), and will examine the implications of these for notions of literacy and its pedagogy. Also considered will be the various ways in which language has developed as a result of the devices, mechanisms and practices of online life and social networking. It is essential that all module participants are confident users of email and the Web, as all of the module will be delivered online. There are no set times for online participation but new tasks will be set for each week of the module, and it is important that participants are able to log on regularly (at least three times a week) to take part in discussions and to contribute to group and individual tasks.
Module code: 7SSEI002
Credit level: 7
This module focuses for the most part on those aspects of e-Inclusion related to learning difficulties/disabilities and digital technologies. The module will introduce students to e-Inclusion and to the theoretical frameworks in which it is grounded, and will develop participants' knowledge, understanding and capacity to critically appraise and systematically reflect on:
The history and development of the use of technology to support learning, especially by those who find learning difficult
Developing theories and policies related to the use of such technology, and the eventual formulation of the concept of e-Inclusion
The medical and social models of inclusion, together with the associated policies on withdrawal vs. support
Differing theoretical frameworks for LDD (including dyslexia) and technological responses to these
Module code: 7SSEM039
Credit level: 7
This module explores what is meant by the concept of social justice and some of the difficulties involved in trying to enact socially just practices. It will consider tensions between distributive, cultural and associational forms of justice by looking at some examples of contexts in which these tensions arise. Each session will focus on a different axis of social differentiation, for example, age, disability, sexuality and identity.
ACADEMIC ENTRY REQUIREMENTS
General entry advice
Minimum 2:2 first degree. Normally a minimum of two years' relevant work experience: teaching, healthcare, social care etc - candidates with appropriate alternative experience will also be considered.
APPLYING TO KING'S
To apply for graduate study at King's you will need to complete our graduate online application form. Applying online makes applying easier and quicker for you, and means we can receive your application faster and more securely.
King's does not normally accept paper copies of the graduate application form as applications must be made online. However, if you are unable to access the online graduate application form, please contact the relevant admissions/School Office at King's for advice.
APPLICATION PROCEDURE
All applications are considered by the Admissions Tutor and one other member of staff. Home students may be invited for interview and both home and international students are asked, if appropriate, to complete a short written task. We endeavour to process all applications within four to six weeks of receipt in the department.
PERSONAL STATEMENT & SUPPORTING INFORMATION
Please give your reasons for choice of programme, King's and for wishing to study at MA level together with an explanation of your experience with learning, disability and technology and what you hope to gain from the programme.
FUNDING
Self-funded.
Staff profiles
Inclusive Education & Technology MA
This programme was launched in 2009 and offers part-time and full-time routes using a mix of face-to-face and online learning. The face-to-face teaching is concentrated in term one, offering a low-cost route to studying in London. The programme is unique in the UK, both in its content and in its style of delivery. Those taking the programme have included teachers, speech and language therapists, occupational therapists and lecturers from a wide range of countries as well as the UK.
I joined King’s College London in 1994; since then I have developed a range of publications, teaching and other activities around the use of assistive technologies for inclusive education. I am also the Editor of the Journal of Assistive Technologies. My current research focuses on interdisciplinary understandings of the uses of assistive and enabling technologies for learning.