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At Level 6, Honours level, students are required to take major responsibility for their own learning, exhibiting autonomy and contribution to the development of peer learning through seminar presentations and self-directed activities. Considerable emphasis is placed on developing the ability to critically analyse and evaluate information from a range of sources and in a variety of formats, in order to draw considered conclusions.

This module is designed to provide students with an important set of study skills that are relevant across all modules. Particular emphasis is placed on developing student’s academic and critical writing skills. Practical exercises are designed during teaching sessions to give students the opportunity to experiment, practice, and reflect on their developing study skills. The module is designed to provide students with on-going and regular assessment and feedback on learning.

We provide SEN related support and advice to children, parents and professions in Suffolk.

This page gives a summary of the range of special schools in Suffolk.

One is the sixth form college in Ipswich is not a special school, but it has resourced provision for students with special educational needs aged 16-19 including those who attended special schools up to Year 11.

Qualifications Medical Degree, University of Medicine and Pharmacy Carol Davila , Bucharest, Romania (1998) MSc in Human Development and Family Sciences, Oregon State University, Corvallis, USA (2004) PhD in Human Development and Family Sciences, Oregon State University, Corvallis,...

If a special school is felt to be the best option for a child, the decision to offer a place is made in the area office, in discussion and agreement with parents.

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"I have really enjoyed this year, every lecture has been very interesting"

Tutorial and Study Support: At the University of Suffolk, we pride ourselves in supporting our students in a variety of ways. Please click her for further information.

For children & young people at risk of exclusion, and their parents/carers

Special Educational Needs and Disabilities Information Advice and Support Service (SENDIASS) previously Parent Partnership, in Suffolk.

This module provides an introduction to the development of welfare provision for disability groups. It begins with an outline of social policy and key ideological stances necessary to gain understanding in, and the analysis of social policy. The module then specifically focuses on the development of policy directed towards disability as a ‘unified category’ (Harris and Roulstone (2011:13) with an emphasis on children and young people. 

"The course has helped me develop my knowledge and  understanding in the area of special needs and disability and has helped me to think critically...and has helped me become a better practitioner."

News and events in Suffolk from the Special Educational Needs and Disability Information Advice Support Service in Suffolk.

The degree has been designed to develop graduates for the workplace in supporting disabled children, young people and their families. All students are strongly encouraged to have a DBS/CRB Certificate and to work in a voluntary capacity or paid employment with disabled children and young people while undertaking the course. This up-to-date practical experience will support development and provide essential evidence when applying for work or future study/training.

The Local Offer details the services available for children and young people with special educational needs and disabilities (SEND).

Dr Allison Boggis is the Course Leader for the BA (Hons) Special Educational Needs and Disability Studies programme.  Allison has taught on a variety of social science undergraduate and post-graduate courses since joining University of Suffolk in 2004. ...

Level 5 students are expected to develop an enquiring attitude to their studies and should corroborate or challenge assertions made. They will be taking more responsibility for their own learning through extended personal reading and wider ranging module tasks. The main teaching methods are as in the first year, with the addition of presentations and discussion/debate. There is an increasing expectation that students will contribute actively to learning through reading and student-led seminars.

All modules generate either 20 or 40 credits. At Level 4, emphasis is placed on ensuring a sound knowledge of principles underpinning key subject areas and the development of key skills. The main teaching methods are lectures, group work, seminars and individual activities.

All mainstream schools have money for special educational needs support and resources which they decide how to spend. Read out leaflet on funding for special educational needs in mainstream schools to find out more.

Students will critically evaluate the ways in which professionals could best work with parents and with children to support and optimise children’s overall life chances. Theories and concepts of leadership and management will underpin students developing knowledge and understanding of organizational structures (either voluntary or statutory) including education, health and social organisations who work with other professionals and with families. 

We have created an online taster session to help you find out more about the course and understand whether it is something you would like to pursue further. It has been designed to give both applicants and prospective students a better idea of what is involved. However, you can also take part in the session for your own interest without progressing further.  We hope you enjoy the taster session and are interested in finding out more about this degree and how to apply.

Go to Suffolk's Local Offer website -

This module engages in critical and cultural debates relating to the broad topics of diversity, rights and equality and prompts students to consider their impact on the lives of disabled children and young people. It identifies and explores the differing perspectives within diversity, egalitarian and rights theories. The module seeks to provide a base to underpin students’ subsequent study of inequalities, representation, and policy provision in Levels 5 and 6 of the BA SENDS programme.

The aims of the BA (Hons) Special Educational Needs and Disability Studies (SENDS) at the University of Suffolk are as follows:


If your child needs SEN support talk to your child's teacher or to the Special Educational Needs Coordinator (SENCo) in the school.

What you do do if your child has special educational needs and you are unhappy about the help they are getting.

Further education (FE) colleges also provide a range of courses suitable for students aged 16-19 with special educational needs. You can find more information on the college websites:

Boys | Girls | Mixed | State primary | Independent private preparatory & junior | State secondary

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Special units in Suffolk for children with severe hearing impairment, speech or language difficulties and how a referral can be made.

IELTS 6.0 overall (minimum 5.5 in all components) where English is not the students' first language.

In Suffolk, you can find out about the range of support available for children and young people with special educational needs or disabilities on the Local Offer website -

Specialist support for children and young people aged 0-25 with hearing, visual or multi-sensory impairment and speech and language difficulties.

Drawing on the foundations of social science research, this module will explore a range of research methods enabling students to acquire knowledge and understanding of the research process and issues related to undertaking research with disabled children and young people.

Career Overview Jessica began her career with an ESRC studentship to study Quantitative Sociology at the Institute for Social and Economic Research, University of Essex after completing her undergraduate degree in Sociology and Crimin...