Overview

Master of Arts in Special Educational Needs / Additional Learning Needs

 

Course Description
 

The Master of Arts in Special Educational Needs/ Additional Learning Needs (MA SEN/ALN) takes on a block delivery format and has been designed to provide for the continuous professional, academic and personal development of participants who are drawn from a range of backgrounds which are related to the field of Education. Course participants include teachers and leaders in schools, allied educators and parents and caregivers who work with children with a range of special educational needs (SEN).

 

Having its foundation in the professional and established SEN framework from the University of South Wales, the MA SEN/ALN programme in Singapore is further supplemented with local perspectives and practices to ensure its relevance for the local context. This is a programme that brings together high quality evidence-based SEN practices from the East and the West.

 

The programme provides access to a coherent framework of professional development in the area of SEN and encourages the effective synthesis of theoretical and practical knowledge. The intellectually rigorous context allows practitioners to progress to the next level of professional development by developing their skills of communication, analysis and research in the field of SEN at Master’s level.

 

Programme Structure
 

The MA SEN/ALN is registered as a full-time course with the Committee for Private Education (CPE). It takes on a block delivery format and is suitable for working adults.

 

The MA SEN/ALN is a 180-credit programme that allows students to choose their study pathway. Students can either study four taught modules (30 credits each) followed by a dissertation module (60 credits), or five taught modules (30 credits each) followed by a dissertation module (30 credits).

 

Students are expected to complete the MA SEN/ALN in 36 months. Students who do not complete the MA SEN/ALN are eligible for awards at two other exit points.

 

Teaching and Delivery

 

Each of the taught modules will be delivered in block format (5 full days) during the MOE school holidays, via in-class lectures. Each taught module comprises of at least 30 lecture hours. The lectures will be delivered by lecturers from DAS Academy with guest lecturers from the University of South Wales (UK) and local expert practitioners.

 

Assessment

 

Typical final module assignments include essays, critiques, written proposals and oral presentations.

 

Upcoming Open House

 

Sat, 19 Jan 2019, 10.00am to 11.30am. Please click here to register.

 

Intakes

 

Students can enrol into the programme at the start of any modules except 'Research Methodology' and 'Dissertation'.

 

Current Application Period

 

13 March to 25 Apr 2019.

 

Upcoming Application Period

 

Sept 2019.

 

Teacher-Student Ratio

 

This programme has a student-teacher ratio of 1:35.

 

More Information

 

Information about the MA SEN/ALN such as Module information, Programme Calender and Entry Criteria can be found in the tabs above.

 

Students and graduates of the MA SEN programme have enjoyed the curriculum and praised delivery of the content. Click here to read what they say!



Fees

COURSE FEE  EXIT AWARD FEES
2 Modules Qualification: Postgraduate Certificate Fees: $9,000
4 Modules  Qualification: Postgraduate Diploma  Fees: $18,000 
4 Modules + Dissertation  Qualification: Master of Arts Fees: $27,000

 

Non-refundable Application Fee: $107 (inclusive of GST) 
Late Payment Fee: $32.10 (inclusive of GST)
 
  • Module fees is inclusive of one reassessment opportunity. Module fees will be chargeable again for re-take of module.
  • All fees are subjected to change annually. The fees above have been updated and are accurate as of 19 Sep 2018.
  • All fees listed are in Singapore dollars (S$) and are inclusive of Goods and Services Tax (GST). The GST payable is based on the prevailing rate (currently 7%) and is subject to the change.

 

 

  • EFFECTIVE CURRICULUM

    Building on the established Special Educational Needs (SEN) framework from the University of South Wales, the programme is imbued with local perspectives to ensure relevance in the Singaporean context.

     

    Students will appreciate learning the theory from a fusion of Eastern and Westen SEN practices. The intellectually rigorous context allows practioners to develop their skills of communication, critical thinking and research in the field of SEN at the Master's level.

     

    The Master of Arts in Special Educational Needs/Additional Learning Needs (MA SEN/ALN) will provide a huge boost in academic and professional development for teachers, allied educators, parents and anyone looking to further their knowledge in supporting individuals with special learning needs.

  • EXPERIENCED LECTURERS

    With more than 10 years of practical experience each, DAS Academy lecturers share their experiences in suppporting children with learning differences.

     

    Lecturers from the University of South Wales (UK) will also visit during term-time for each module, ensuring that students receive a balanced view of their syllabus from both local and international perspectives.

  • INTERACTIVE & COLLABORATIVE LEARNING

    Lesson formats engages students by having lively discussions and outside perspectives by guest lecturers will make for an enriching classroom experience for everyone.

     

    The Master of Arts in Special Educational Needs/Additional Learning Needs (MA SEN/ALN) programme utilises a variety of classroom styles to provide the best learning environment for our students. These styles include: lecture-style teaching, group discussions, sharing sessions as well as invited guest lecturers who will share about their experiences in supporting individuals with special educational needs.

     

    At the end of the taught lectures, students are expected to engage in independent study and to initiate contact with their lecturers to maintain the momentum of learning.

About the University of South Wales, UK

The University of South Wales is one of Britain’s most exciting universities and a major player in higher education.

 

The University’s established partnerships mean that you will be a University student and get a higher-level qualification from a recognised institution, but study in your own country.

 

Our links with industry and business are hard to beat. We work with world-leaders such as Microsoft and British Airways to inform our courses. This means they are based on what happens in the real world and offer excellent graduate prospects.

 

For further information about the university, please visit www.southwales.ac.uk

 

DAS Academy is a collaborative partner of the University of South Wales.

Programme Structure

The MA SEN/ALN is a 180-credit programme which allows students to choose their study pathway. Students can take either of these pathways: 
 
1. Study four taught modules (30 credits each) followed by a dissertation module (60 credits)
 
2. Study five taught modules (30 credits each) followed by a dissertation module (30 credits)
 
Students who successfully complete 180 credits will graduate with a Master of Arts in Special Educational Needs/ Additional Learning Needs (MA SEN/ALN) awarded by the University of South Wales (UK). 
 
Exit awards are available for students who complete less than 180 credits. Exit awards are available at the Postgraduate Certificate and Postgraduate Diploma levels. Please refer to the illustration below. 
 

 

MASEN ALN programme structure 2018

Modules

Each module (except Dissertation) will be delivered in block format (5 full days) during the MOE school holidays, via in-class lectures. In-class lectures will include a variety of teaching methods such as group discussions, case study discussions and presentations. The lectures are conducted by local lecturers, occasionally joined by visiting lecturers from University of South Wales (UK) and local expert practitioners. At the end of the taught lectures, students are expected to engage in independent study of their assignment and to continue discussion with their lecturers to maintain the momentum of learning.

 

Module Description

Please click here to learn more about the modules. 

 

Upcoming modules

Module Code Module Title   Credits  Contact Hours  Date Time 
ED4U019  Managing and Supporting CAMH and SEBD  30  30  3, 4, 6, 7, 10 Jun 2019  9.30am - 4.30pm
ED4U034  SEN/ALN: Contexts and Concepts  30  30  18 - 22 and 25 -29 Nov 2019  9.30am - 4.30pm
ED4U009  Research Methodology  30  30  9 - 13 Sep 2019  9.30am - 4.30pm
ED4U027  Dyslexia: Theory and Assessment (ATS)  30  30  18 - 22 Mar 2019  9.30am - 4.30pm
ED4T008  Dissertation  30  1 Induction Day  18 Mar 2019  9.30am - 4.30pm
ED4T002  Dissertation  60  1 Induction Day  18 Mar 2019  9.30am - 4.30pm
ED4U032  Working With Dyslexia: Linking Theory, Assessment and Practice (ATS)  30  45  5, 12, 19, 26 Jan 2019  9.30am - 4.30pm

 

Module Descriptions are on the blue section below this text. Please swipe left and right to view information for each module.

  • Module 1

    Special Educational Needs /Additional Learning Needs (SEN/ALN): Contexts and Concepts

    ED4U034
    Special Educational Needs/Additional Learning Needs: Contexts and Concepts (30 credits)
    This module covers the most common learning difficulties and disabilities encountered in a mainstream educational setting. An appreciation of the difficulties is the first step towards making a positive contribution to inclusive education. The module discusses the changing perceptions of SEN and the practice of inclusive education in the context of the local landscape, with reference to international practices.

     

    Module Aims

    • To critically engage with and evaluate national and international research and literature in relation to theories, policies and contexts for SEN/ALN and learning disabilities.

    • To raise students’ capability to adopt a holistic approach to meeting the needs of individuals with SEN/ALN and learning disabilities across the life-span.

    • To examine practice in SEN/ALN, learning disabilities and inclusive education and critically reflect upon the tension between identification of need and the philosophy of inclusion.

    • To develop in-depth knowledge and understanding of the range of SEN/ALN and learning disabilities which is informed by current multi-disciplinary scholarship and research.

    DAS Academy Faculty

    June Siew

    Head of DAS Academy

    DAS Academy Faculty

    Sylvia Foo

    Senior Lecturer, DAS Academy

  • Module 2

    Dyslexia: Theory and Assessment (ATS)

    ED4U027
    Dyslexia: Theory and Assessment (ATS) (30 credits)
    The module addresses the aetiologies, manifestations and implications of dyslexia and co-occuring specific learning difficulties (SpLD), including their complexity and diversity. It focuses on the identification and assessment of students with SpLD and the use of this assessment data to design relevant programmes of intervention. Besides focusing on specific difficulties in literacy and numeracy, it will also cover the wider spectrum of potentially associated conditions e.g. Dyspraxia, ADHD and Asperger’s Syndrome, demonstrating clearly the inter-relatedness of many aspects of SEN covered in the MA SEN/ALN programme.

     

    Module Aims

    • To provide opportunities for students to acquire a knowledge and understanding of dyslexia, relating theory to practice.

    • To provide opportunities for students to acquire a knowledge and understanding of the identification and screening of dyslexia.

    • To enable students to consider and critically reflect on a range of response options which will enable dyslexic children and adults to manage their difficulties and improve basic literacy skills within their capabilities.

    • To enable students to critically review recent research underpinning the current theories and methods of teaching learners with dyslexic-type difficulties.

    University of South Wales Faculty

    Amanda Jane Kelland

    Senior Lecturer

    DAS Academy Faculty

    June Siew

    Head of DAS Academy

  • Module 3

    Managing and Supporting Child and Adolescent Mental Health (CAMH) and Social Emotional Behavioural Difficulties (SEBD)

    ED4U019
    Managing and Supporting CAMH and SEBD (30 credits)
    This module focuses on individuals and groups of children and young people with Attention Deficit Hyperactivity Disorder (ADHD); child and adolescent mental health (CAMH) difficulties and/or social, emotional and behavioural difficulties (SEBD). The module discusses the different approaches used to manage these difficulties with a particular focus on the relevance to our local context.

     

    Module Aims

    • To support students in developing a critical understanding of policy and practice and research in relation to managing and supporting children and young people with CAMH difficulties and SEBD.

    • To use experiential learning to explore a range of interventions, and where appropriate for students to reflect on their relevance and application to their own work contexts.

    • To enable students to plan effectively for individuals and groups of children and young people with CAMH difficulties and SEBD within a range of health, social care, and educational contexts and to be able to support and advise colleagues in this field.

    • To support students in developing an understanding of effective partnership working with families and multi-agency collaboration.

    • To provide students with an understanding of legislation, policy, and the organisation of CAMH Services.

    • To develop student’s ability to critically review national and international research relating to the effectiveness of interventions appropriate for CAMH difficulties and SEBD.

    DAS Academy Faculty

    June Siew

    Head of DAS Academy

    DAS Academy Faculty

    Priscillia Shen

    Assistant Head, DAS Academy

  • Module 4

    Working with Dyslexia: Linking Theory, Assessment and Practice (ATS)

    ED4U032
    Working with Dyslexia: Linking Theory, Assessment and Practice (ATS) (30 credits)
    This module enables students to develop a specialist evidence based intervention programme at the individual level, based on a dyslexic learner’s assessment data. This module introduces students to a range of skills, knowledge and tools, including ICT, to facilitate supporting, advising and assisting colleagues to formulate and enact appropriate responses to the needs of learners with dyslexia.

     

    Module Aims
    • To develop the students’ abilities to effectively use a dyslexic learner’s assessment data to develop a specialist evidence based intervention programme at the individual level.

    • To enable students to make appropriate and reasonable adjustments to the curriculum or within the workplace to accommodate the needs of learners with dyslexia.

    • To present students with a range of skills, knowledge and tools, including ICT, to facilitate supporting, advising and assisting colleagues to formulate and enact appropriate responses to the needs of learners with dyslexia.

    University of South Wales

    Amanda Jane Kelland

    Senior Lecturer

    DAS Academy Faculty

    Siti Mariam

    Adjunct Lecturer, DAS Academy

  • Module 5

    Research Methodology

    ED4U009
    Research Methodology (30 credits)
    This module provides an introduction to research methods in preparation for the MA SEN/ALN dissertation. It will familiarise students with the basic processes of conducting research, including general methodological approaches as well as research ethics. Assessment will consist of a critique of a research article and an outline plan for a research project, which may form the basis for the dissertation.

     

    Module Aims

    • To support students to critically examine the theoretical perspectives and methodological approaches which underpin the process of qualitative, quantitative and blended research.

    • To support the critical evaluation by students of the research process, drawing on relevant research findings to impact positively on their professional practice.

    • To support the deepening of students’ understanding and skills to enable them to carry out extended professional research.

    • To critically evaluate research methodologies and their application to research in students’ own professional context.

    University of South Wales Faculty

    Shirley Egley

    Director, MA Progrmmes (HALL)

    DAS Academy Faculty

    Priscillia Shen

    Assistant Head, DAS Academy

  • Module 6

    Dissertation

    ED4U008
    DISSERTATION (30 credits)
    In this 7,500-word dissertation, students are required to bring together what they have learnt and what has inspired the from the previous modules and produce a substantial piece of individual work that shows critical thinking and good research skills. It is important from the beginning of the MA SEN/ALN programme to think about possible projects for the Dissertation.

    University of South Wales Faculty

    Shirley Egley

    Director, MA Progrmmes (HALL)

    DAS Academy Faculty

    June Siew

    Head of DAS Academy

  • Module 7

    Dissertation

    ED4T002
    DISSERTATION (60 credits)
    In this 15,000-word dissertation, students are required to bring together what they have learnt and what has inspired them from the previous modules and produce a substantial piece of individual work that shows critical thinking and good research skills. It is important from the beginning of the MA SEN/ALN programme to think about possible projects for the Dissertation.

    University of South Wales Faculty

    Shirley Egley

    Director, MA Progrmmes (HALL)

    DAS Academy Faculty

    June Siew

    Head of DAS Academy

Entry Requirement

    • A Bachelor's degree in any field from a recognised university
    • A minimum of C6 pass in English as First Language at 'O' Level ; OR 
    • Able to demonstrate a level of at least IELTS 6.5 or equivalent (minimum score of 5.5 in each band). IELTS test should have been taken in the last two years.

 

If you do not possess a Bachelor's degree, but have achieved relevant working experience in the field, you may apply through the alternative entry process. 

 

Alternative Entry Route

 

    • Five years of relevant working experience
    • Obtained a minimum of C6 pass in English as First Language at GCE ‘O’ Levels OR
    • Able to demonstrate a level of at least IELTS 6.5 or equivalent (minimum score of 5.5. in each band). IELTS test should have been taken in the last two years.

 

This application has to be made online. Please click on the "Apply Now" button on the right.

For more details, please call us at 6336 2555 or email info@dasacademy.edu.sg