BA (Hons) Additional Needs and Disabilities (Children and Young People)

This module explores how the concept of additional needs and disabilities has evolved over time, and how it is shaped by historical, cultural, and social contexts. You will examine the implications of these perspectives for the lives of children and young people (0-25). The module will begin with an overview of historical discourses on additional needs and disabilities, highlighting how language, attitudes, and systems of support have changed. You will critically engage with historical terminology and frameworks, considering the influence of key figures and movements that shaped practice and policy in the field.

Attention will also be given to cultural perspectives, exploring how additional needs and disabilities are understood, accepted, and addressed in different parts of the world. This will include consideration of religious and spiritual interpretations of disability, the role of community values, and the ways in which beliefs about causes and responses to disability differ globally.

A sociological lens will be applied to examine how childhood itself is socially constructed and how these constructs intersect with perceptions of additional needs and disabilities. You will use these frameworks to interpret and reflect on the lived experiences of children and young people, making connections between theory, social attitudes, and personal narratives.

The module will also address issues of stereotypes and stigma, encouraging you to challenge discriminatory practices and to reflect critically on their own assumptions, attitudes, and values. Opportunities will be provided for you to engage with evidence from a range of sources, for example, historical, cultural, and contemporary, enabling them to compare competing views of additional needs and disabilities and evaluate how these shape the everyday experiences of children and young people. By the end of the module, you will be equipped with the knowledge and critical tools to appreciate the complexity of additional needs and disabilities across time, place, and society, and to recognise the significance of these perspectives for inclusive practice.

Assessment:
•    Oral presentation – 100%

This module aims to develop a foundational knowledge of additional needs and disabilities, including how they are identified and assessed across education, health and social care. It explores how the interaction of co-occurring needs within individuals may affect developmental profiles (i.e. the interaction of those needs, strengths and preferences), and the implications of this for practice. It critically examines diagnostic processes and the concept of ‘normative’ development, emphasising a strengths and needs-based approach that recognises both the complexity of children’s lived experiences and the impact of wider contextual factors such as funding pressures, workforce shortages, rising referrals and delays in assessment.

The module examines a range of common additional needs. Relevant screening tools and diagnostic procedures will be discussed in relation to each area of the SEND Code of Practice (2015): Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health, and Sensory and/or Physical Needs. you will gain insight into the processes and methods used for diagnosis and screening, including diagnostic criteria and recognised assessment tools. They will explore assessment pathways and provision in Norfolk and the wider eastern region. The module will examine the potential benefits and challenges of receiving a diagnosis and consider how delays can impact access to support, self-esteem, academic progress, and family wellbeing.

Overall, this module aims to equip you with the knowledge, professional curiosity and confidence to recognise diverse needs early, and work collaboratively to ensure inclusive and effective support for children and young people within a system undergoing significant reform.

• Multiple Choice Exam (30% of module weighting) 
• Presentation (70% of module weighting) 

This module is designed to provide the statutory frameworks that govern, which provides guidance and direction in how to best meet the needs of people with additional needs. Simultaneously, this module will help you understand their duty of care, confidentiality requirements and responsibilities. This module offers you the opportunity to develop an understanding of issues related to policy, provision, and practice within the field. You will consider this in terms of the impact on practice and provision for a child, young person, family, setting and local authority. This will aid you in being able to advocate for people’s rights, apply reasonable adjustments and understand funding and provision frameworks. You will consider the concept of inclusion in today’s society to gain an understanding of what inclusion means and of the challenges faced.

Assessment: 

This module focuses on understanding and responding to behaviour of concern in children and young people. It introduces key theories of behaviour and behaviour management, emphasising the idea that all behaviour is functional and serves a purpose in meeting underlying needs. The module explores how social, emotional, developmental, and environmental factors shape behaviour, particularly in the context of additional needs, and considers how practitioners can interpret behaviour as a form of communication in order to respond supportively and effectively. You will work with case-based materials, including reports, incident records, and correspondence, to develop their analytical skills and apply theory to practice. They will learn to identify and interpret behaviours of concern, explore possible drivers and contributing factors, and design practical support strategies. The module emphasises the importance of preventative approaches and de-escalation, alongside consideration of how practitioner attitudes and the environment can influence outcomes for children and young people. Links will be made throughout the module to relevant research, theory, and current educational policy to support the development of informed and reflective practice.

Assessment:

This module develops your ability to deliver evidence-based, person-centred support for children and young people with additional needs and disabilities. Building on Level 4 learning, you will move from identifying need to selecting, applying and evaluating personalised support strategies across education, health and social care contexts.

The module places strong emphasis on the voice and agency of the child or young person, alongside effective collaboration with families and multi-agency professionals. You will recognise the impact of adversity and other contextual factors on development, behaviour and participation for children and young people with additional needs and disabilities and explore how person-centred and trauma-informed approaches promote safety, trust, inclusion and meaningful engagement.

Through applied, case-based learning, students critically engage with theory, research, legislation, policy and rights-based frameworks to inform ethical and inclusive practice. The key concepts of inclusion, accessibility and equity are examined, including the role of assistive technology in supporting the individual needs of a learner, such as communication, mobility and participation. This will prepare you for the subsequent module ‘Enabling Environments’ where more universally applicable assistive technology will be covered in more depth. You will develop professional skills and confidence through designing accessible, person-centred support plans, justifying practice decisions through evidence, and reflecting on the ethical, legal and practical challenges of implementation in real-world settings. The module strengthens reflective skills and professional judgement, equipping students for work within the field and progression to the subsequent Level 5 ‘Enabling Environments’ module.

Assessment:

This module provides you with a comprehensive understanding of safeguarding principles and practices across the 0–25 age range, with a particular emphasis on the additional vulnerabilities experienced by children and young adults with additional needs and disabilities. You will explore the historical and contemporary development of safeguarding concepts in relation to both children and adults, engaging critically with different forms of harm, abuse, neglect and exploitation. There will also be a strong focus on the legislative frameworks and statutory guidance that underpin safeguarding practice, enabling you to understand your responsibilities within current policy contexts. 

Through discussion and analysis, you will consider how having additional needs can heighten risk and shape safeguarding responses, developing an awareness of the barriers that may prevent individuals from accessing protection and support. The module will highlight the central role of professional practice, examining how values, attitudes, and professional boundaries can influence safeguarding decisions. You will also be encouraged to reflect on your own perspectives, identifying strategies to maintain professionalism in complex and sensitive situations. 

A strong emphasis will be placed on multi-agency working and the importance of collaboration across education, health, and social care sectors. You will evaluate case studies that illustrate effective inter-professional practice, recognising both the challenges and the benefits of coordinated safeguarding approaches.

In addition, the module will introduce you to the concept of contextual safeguarding, highlighting how risks extend beyond the family environment and may arise in peer groups, educational settings, online spaces, and the wider community. You will examine how these influences impact children and young people, particularly those with additional needs, and consider ways in which professionals can respond holistically to promote safety and wellbeing. Learning will be underpinned by a recognition of safeguarding as both a legal duty and a moral responsibility. Ethical challenges will be explored, including balancing empowerment with protection and recognising the voices of children and young adults within safeguarding systems.

Assessment:

This module will develop your knowledge and skills in designing and justifying environments that enable the learning, participation, wellbeing and autonomy of children and young people with additional needs and disabilities. It extends Level 4 learning and follows on from the previous Level 5 module ‘Person-Centred Care’, through intentionally evaluating and shaping physical, sensory, social, organisational and digital environments, to provide more tailored practice, reduce barriers and promote inclusion.

You will explore assistive technology, universal design principles, invisible inclusion, and pedagogical approaches that allow educators and practitioners to create effective and equitable learning environments for all learners. The module emphasises reflective, evidence-informed decision-making, ensuring students can select and critically evaluate strategies, adjustments and tools tailored to diverse learner profiles. This module adopts a needs-based rather than diagnosis-led approach, supporting students to develop a holistic and proactive skillset that aligns with the needs of the sector. It encourages creative thinking to address real-world problems and champions greater inclusion for children and young people with additional needs, within available resources. It seeks to provide you with a well-rounded professional foundation for supporting children and young people with additional needs across education, care and community settings.

Assessment:

In this module, you will evaluate research methods and methodology appropriate to researching with the context of additional needs and disabilities. You will analyse the ethical issues which arise in practitioner research and explore the value of ongoing research in practice. Links to Level 4 Higher Learning Skills and Level 6 Dissertation.

Assessment:

This module aims to give you a clear understanding of the importance of good transitions for children/young people with additional needs. There will also be a focus on the need to promote independence and how this can be achieved. Key transition periods will be considered. You will also explore the purpose of education, considering the debate between academia and the teaching of practical skills.  Links to Level 4 Diagnosis and Development, Focused Care and Education and Understanding Behaviour.

Assessment: 

This module builds upon the ‘Practice and Policy’ module from Level 4 and will explore the principles and practices of professional development within the context of supporting individuals with additional needs and disabilities. It aims to develop your ability to evaluate support strategies, reflect on your own professional values and competencies, and plan for continuous improvement in inclusive practice. 

This module equips you with the ability to observe and critically evaluate support strategies in real world settings. Through structured analysis and evidence-based application, you will develop the skills to compare approaches, assess your effectiveness, and propose enhancements. Emphasis is placed on using research and sector standards to inform recommendations, ensuring that you can implement improvements that align with ethical and inclusive principles. 

You will engage in reflective practice to analyse your own values, skills, and behaviours in relation to professional roles within the field of additional needs and disabilities. The module fosters self-awareness and critical thinking, enabling you to identify areas for growth and create a structured professional development action plan. This plan will be justified using evidence and aligned with sector expectations, supporting lifelong learning and career progression.

Assessment: 

This module is designed to enhance your critical understanding of leadership and management practices. You will explore leadership theories, management approaches, and the development of personal leadership skills. Through reflective practice and the analysis of seminal and contemporary leadership strategies, you will gain insight into how effective leadership impacts team performance, communication, and staff well-being across the sector. 

The importance of effective multi- and interdisciplinary team working will also be highlighted, as a critical element of best practice within the sector. Knowledge and understanding of key leadership and management theories will be developed, in addition to recognition of the importance of leadership in team effectiveness, communication, and staff motivation. The value of effective communication and support systems in promoting positive workplace cultures will also be explored. The module will encourage you to critically assess real-world scenarios and develop your own personal leadership styles and values.

Assessment: 

The module aims to develop your critical understanding of how additional needs and disability are represented across media, social discourse, and policy. Building on prior learning in attitudes and values (L4) and enabling environments (L5), it explores how language, imagery, and presentation shape public perceptions, influence inclusion, and impact the lived experiences and identities of individuals with additional needs. You will critically analyse a range of media and policy texts, evaluating how these representations inform both societal views and individuals’ self-perception. You will also reflect on your own professional values and responsibilities. The module explicitly examines both positive and affirming representations, as well as harmful, stereotypical, and deficit-based portrayals, considering their implications for inclusion, stigma, and lived experience. The module also provides opportunities for you to apply relevant theories of identity and inclusion to practical contexts, producing accessible, inclusive, and ethically informed media artefacts that demonstrate both critical insight and creative engagement.

Assessment: 

This module allows you to demonstrate your ability to conduct independent research on issues within the field of additional needs and disabilities. The purpose of this module is to provide the opportunity for you to demonstrate deep understanding and critical analysis while contributing new insights. It also helps you to develop and apply research skills to a specific topic. In a dissertation in this area, considering and addressing research ethics is essential. You will design ethically sound research and gain experience of completing and submitting research ethics paperwork. Through a chosen topic, the dissertation will show original insights and make the link between theory and practice in real-world contexts. Critical analysis is key, as the research will evaluate existing literature and methods, and relate them to the findings from the dissertation.

Assessment: 

This module critically examines the processes of transition and the promotion of independence for children, young people, and adults with additional needs. It encourages students to explore how effective transition planning can enhance wellbeing, participation, and inclusion across educational, social, and care settings. You will analyse key transition points such as moving from early years to school, school to further education, care to independence, and childhood to adulthood - as well as broader transitions linked to migration, identity, and life change. The module considers how professionals can work collaboratively with individuals and families to enable autonomy, empowerment, and meaningful choice. 

Drawing on theory, policy, and research, you will evaluate the balance between independence and interdependence, critically reflecting on the purpose of education, the development of life skills, and the creation of equitable opportunities for lifelong learning. Through a case-based project, you will apply your understanding to design a resource or intervention that supports positive transitions and promotes independence for a learner or individual with additional needs. This applied focus enables them to synthesise theoretical knowledge with creative, evidence-informed practice.

Assessment: 

This Level 6 module explores how professionals work with families of children and young people with additional needs and disabilities, with a strong focus on partnership, advocacy, and resilience. You will critically engage with key theoretical frameworks (such as Bronfenbrenner’s ecological systems theory and family systems theory), examine the emotional, social, and practical impact of additional needs on family life, and evaluate strategies for effective communication and multi-agency collaboration. The module also considers legal and policy contexts, including SEND tribunals and family rights, and addresses diversity, inclusion, and the role of advocacy. Through case studies, role-play, and applied assignments, you will develop advanced skills in analysis, professional communication, and evidence-informed practice. This prepares you for roles in education, health, and social care settings where effective family partnership is essential.

Assessment: