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PGCert Special Educational Needs Coordination
Course overview
| Qualification | Postgraduate Certificate |
| Study mode | Part-time |
| Duration | 2 years |
| Intakes | September |
| Tuition (Local students) | B$ 3,497 |
| Tuition (Foreign students) | B$ 6,550 |
Subjects
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Early Childhood Edu
-
Education and Teaching
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Admissions
Intakes
Fees
Tuition
- B$ 3,497
- Local students
- B$ 6,550
- Foreign students
Estimated cost as reported by the Institution.
Application
- Data not available
- Local students
- Data not available
- Foreign students
Student Visa
- Data not available
- Foreign students
Every effort has been made to ensure that information contained in this website is correct. Changes to any aspects of the programmes may be made from time to time due to unforeseeable circumstances beyond our control and the Institution and EasyUni reserve the right to make amendments to any information contained in this website without prior notice. The Institution and EasyUni accept no liability for any loss or damage arising from any use or misuse of or reliance on any information contained in this website.
Entry Requirements
- Degree: Minimum 2.2 Honours in any discipline
Note: We would normally expect you to have Grade C in GCSE English and Maths.
English Language Requirements:
- Overall IELTS 7.0 with a minimum of 6.5 in Writing, Speaking, Reading and Listening (or recognised equivalent).
Curriculum
The aim of the course is to support SENCOs and aspiring SENCOs to develop their knowledge and understanding of key issues in inclusion, and how to respond effectively to the needs of pupils with a range of special educational needs and disabilities.
The course will also develop your leadership skills, allowing you to play a key role within your school. You will also explore the role of multi-agency working for pupils with SEND, linking this to current legislation and practice within your own context.
Throughout the course, you will be helped to develop a critical understanding of theory alongside practical knowledge.
You will be encouraged to make links between theory and your own practice, and become a reflective practitioner who is able to think proactively and strategically about provision for pupils with special educational needs and disabilities.