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Mestrado em Educação Inclusiva: Pesquisa, Políticas e Práticas

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Universidade de Glasgow

Mestrado em Educação Inclusiva: Pesquisa, Políticas e Práticas - Glasgow - Escócia

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Mestrado em Educação Inclusiva: Pesquisa, Políticas e Práticas
  • Modalidade

    O curso é feito no método presencial.

  • Duração

    A duração é de no mínimo um ano.

  • Certificado Oficial

    Mestrado em Educação Inclusiva: Pesquisa, Políticas e Práticas

  • Considerações

    Unanimidade entre os expertos na área de Educação, a Universidade de Glasgow é consideradas uma das melhores instituições de ensino de pós-graduação em todo o mundo. Uma boa opção de profissionalização é o Mestrado em Educação Inclusiva: Pesquisa, Políticas e Práticas que essa universidade oferece.

    O curso pode ter sua duração variando entre 12 e 72 meses. Neste tempo, o aluno aprenderá sobre a pesquisa social e educacional e o pensamento moderno educacional. Além disso, terá contato com assuntos sobre as dificuldades de comportamento social e emocional e também sobre alunos superdotados.

  • Dirigido a

    Destinado a pessoas com formação na área de Educação.

  • Área de atuação

    Pode trabalhar no MEC e dar aulas em instituições de ensino.

  • Salário estimado

    Salário ao redor de 6500 reais.

Mestrado em Educação Inclusiva: Pesquisa, Políticas e Práticas - Glasgow - Escócia Comentários sobre Mestrado em Educação Inclusiva: Pesquisa, Políticas e Práticas - Glasgow - Escócia
Conteúdo:
Mestrado em Educação Inclusiva: Pesquisa, Políticas e Práticas


R$ 43.190,00

O Mestrado em Educação Inclusiva: Pesquisa, Políticas e Práticas foi desenvolvido para resolver problemas contemporâneos na área de inclusão/educação especial.

  • If you are a teacher involved in inclusive education/special education, this programme is designed to promote your understanding of the issues and practices relevant to this area.
  • Our research-informed courses will help you to think about practice and policy in the light of current educational thinking and enable you to consider how an inclusive education system might operate in schools and other educational institutions.

Programme overview

    MEd: 12 months full-time; 72 months (maximum) part-time

You will take four core courses and two optional courses, which you can choose according to your specialist interests. In addition you will complete a 20,000-word dissertation, under supervision, that will provide you with the opportunity to investigate, in greater depth, an issue that is relevant to your professional development and teaching context.

Core courses

  •     Introduction to educational and social research
  •     Modern educational thought
  •     The learner and the curriculum
  •     Evolving concept of inclusion.

Optional courses

  •     Inclusive classrooms, inclusive pedagogies
  •     Developing literacy
  •     Social and emotional and behavioural difficulties
  •     Highly able pupil
  •     Arts in education
  •     Educational management and policy
  •     English language teaching.

Career prospects

The programme will support your career development as a class teacher, lecturer, policy developer, special education professional, head teacher, education administrator or researcher.

The programme has been in existence since 1994 and was originally designed to provide training for teachers of learning support in mainstream and special schools in Scotland.  Over the years the course has attracted an increasing number of classroom teachers and managers who express a desire to learn more about support for learning and special educational needs (additional support needs).  The course also attracts students from overseas who are keen to embrace the international move towards inclusion. A highlight for both international and Scottish students is the opportunity to work together as they seek to support the learning of all pupils.

Is this programme for you?

This Masters programme is for educators who are interested in better supporting pupils with special educational needs in an inclusive framework.

Programme Structure

The programme is made up of four core courses and two options, which you can choose according to your specialist interests.

    Core courses
  • The Evolving Concept of Inclusion
  • The Learner and the Curriculum
  • Modern Educational Thought
  • Introduction to Educational and Social Research 
    Option courses
       
  • Inclusive Classrooms, Inclusive Pedagogy
  • Social, Emotional and Behavioural Difficulties
  • Developing Literacy
  • Highly Able Pupils
  • Dissertation

Core courses

The Evolving Concept of Inclusion
20 credits at masters level 11 (SCQF)

This is a core course within the programme. Inclusion is subject to debate both nationally and internationally. This course examines inclusion from two perspectives: the current reality for particular groups of individuals for whom exclusion has been, and continues to be, the norm and an alternative concept of inclusion: one that encompasses all members of society. It allows course members to reflect on practice in schools and offers them an opportunity to consider in what ways their school is inclusive.  It considers in what ways Curriculum for Excellence allows for inclusive practice to be embedded in classrooms. 

The Learner and the Curriculum 
20 credits at masters level 11 (SCQF)

The Learner and the Curriculum is a core course within the programme. The course provides a framework to support analysis and evaluation of the experience of the learner, and of the extent to which professional practice, provision, and policy enable learning in school contexts. During the course the student will become familiar with psychological and sociological theories relating to learners and learning.   This course is particularly important as we seek to develop Curriculum for Excellence within Scottish schools. 

Modern Educational Thought 
20 credits at masters level 11 (SCQF) 

This course explores significant concepts, debates and discourses on theoretical issues that are important for students engaged in the study and practice of education. This course is focussed on central questions around the aims and purposes of education and ways in which modern educational thought plays out in professional practice and/or policy contexts. In addressing these questions, we will take as a starting point the claim that the development of rational autonomy, that is the Enlightenment project, is the central aim of education. Thus the course will begin with key readings in the history of ‘liberal’ thinking on education. It will encourage a critical reading of texts in the history of modern educational ideas, taking into account critiques of the liberal tradition from positions that include Marxism, postmodernism, communitarianism and feminism. 

Introduction to Educational & Social Research 
20 credits at masters level 11 (SCQF)

This course is an introduction to educational and social research.  The overall aim of the course is to provide students with a fundamental level of research literacy. The aims of the course are:

  • introduce students to current concerns in the philosophy and political economy of research
  • provide students with experience in reading and critically reviewing research
  • prepare students to conduct a research project of appropriate scope
  • inform students about the intersections between method, methodology and approaches to enquiry
  • ensure that students have the preparation they need for further study of research methods and methodology 
Option Courses 

Students will choose two options from the following courses: 

Inclusive Classrooms, Inclusive Pedagogy 
20 credits at masters level 11 (SCQF)

This is a specialist course within the programme. It is designed to help participants consider their role in the inclusion of all pupils.
To reflect the ever-changing school population and current initiatives in education, a broad range of topical issues are introduced in this course including:

  • Supporting pupils with low incidence disabilities
  • Effective learning
  • Literacy
  • Dyslexia
  • Supporting pupils with social, emotional and behavioural difficulties
  • Supporting pupils on the Autistic Spectrum

This course will also consider the role of Learning Support in relation to national curriculum developments such as Curriculum for Excellence. 

Social, Emotional and Behavioural Difficulties
20 credits at masters level 11 (SCQF)

This course is designed to develop an understanding of the problematic nature of social, emotional and behavioural difficulties (SEBD) and their implications for learning and teaching. It encourages a critical appraisal of the diverse practice, policy and provision to meet these difficulties. Within these themes, the course has four main aims:

  • To examine the nature and causes of SEBD
  • To explore critically the range and appropriateness of provision for learners with SEBD
  • To reflect upon strategies used to support learners with SEBD
  • To encourage thoughtful evaluation of practice and curriculum development in your own context 
Developing Literacy 
20 credits at masters level 11 (SCQF)

This is a specialist course within the programme. It aims to encourage reflection on the impact of current theory and research in the area of reading and literacy development on national and local policy and practice. The role of assessment is also considered.  Students will consider issues of literacy acquisition, examine critically the history of the ‘literacy debate’ and its effect on practice, analyse critically the concept of entitlement to literacy and reflect on the role of assessment in developing reading and the importance of fostering a culture of reading in educational contexts. This is particularly important as literacy is the responsibility of all within the Curriculum for Excellence. 

Highly Able Pupils 
20 credits at masters level 11 (SCQF)

This is an option course within the programme. While most of the world refers to these pupils as gifted and talented, Scotland has opted for the term “highly able”. While differing terminology is used to describe this group of learners, essentially we are talking about how we cater for individuals who are performing well in advance in one or more fields than might be expected for their age.  The Additional Support for Learning (Scotland) Act (2004) saw the needs of highly able pupils in Scotland being enshrined in law for the first time. This course will aid reflection on and consideration of personal and professional contexts in relation to the educational challenge we offer those pupils who might be described as being ‘highly able’ or ‘gifted and talented.’  It will explore how Curriculum for Excellence might offer opportunities to develop educational challenge. 

Dissertation 
60 credits at masters level 11 (SCQF)

You will complete a 12,000 to 15,000 word dissertation, under supervision, that will allow you the chance to investigate, in greater depth, an issue that is relevant to your professional development and teaching context.
  
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