Early Years Education with SEND and SLCN (FdA)

Develop the knowledge and practical skills needed in early years education to effectively support the growing national demand for inclusive, high quality SEND and early communication provision.

This programme explores the holistic development of infants and young children, from conception to the age of eight, through the dual perspectives of Special Educational Needs and Disabilities (SEND) and Speech, Language and Communication Needs (SLCN). It offers a distinctive opportunity for those already working in, or aspiring to build a career within, early years education and related fields.

Drawing on an interdisciplinary foundation, the course integrates research and professional practice from areas including health, education, social work, psychology, sociology, philosophy, history, cultural studies, law, politics, economics, and neuroscience. Through engagement with diverse academic perspectives, you will examine the concept of multiple childhoods and the evolving roles of professionals across global, national, and local contexts. The programme is underpinned by a strong commitment to social justice, recognising it as a fundamental human right.

Designed to provide learners with essential subject knowledge to progress successfully within the workplace and/or further study. Learners will engage with academic content that will reinforce the links between theory and practice, with an emphasis on self-reflection and professional development.

On successful completion of the programme, you will be able to apply inclusive, SEND and communication-supportive practice in early years settings. You will be able to implement evidence-based strategies under appropriate professional guidance, and work effectively with SENCOs, teachers, allied health professionals and families.

Who is it for?

This course is ideal for a broad range of learners, from those beginning their journey in Early Years education to practitioners looking to advance their careers. It offers the opportunity to develop specialist skills in the high-demand areas of SEND and SLCN, supporting professional growth and progression. This course is intended for learners currently employed in an early years setting, which will be used as their placement.

How is it delivered?

Learning will be practice-based, guided, and self-directed, with sessions taking place on-campus, synchronously online, and within learners’ early years settings. We recognise that balancing study with work and personal commitments can be challenging, which is why this course is delivered from 4-8pm two evenings per week – one online session and one on campus session – offering the flexibility to learn in a way that fits around your life.

Course Modules

Practice-based (employed or volunteer) experience in an early education setting requirements: 165 hours. These hours have been integrated into each unit. In Year 2, you have the option to choose one 15 credit module to accompany each core 15 credit module. While all modules will have a dual lens of SEND and SLCN, you do have the option to choose more specialist units of study.

Year 1:

• Reflection on practice: personal and professional development

• Protecting children in early education and childhood

• Child development: birth to 7 years 11 months

• Promoting health and wellbeing in early childhood

• Promoting positive and inclusive environments

• Play and learning in early childhood

• Research readiness

Year 2

• Supporting children in early years education: advanced practice

• Contemporary and global issues in early education and childhood

• Cultural and linguistic diversity in early years communication

• Current and emerging pedagogies in early childhood education

• Adverse childhood  experiences in early childhood

• SLCN advanced practice: identification, support, partnership

• Action research project

• Outdoor learning for sustainability

• Supporting children in home-based childcare environments

• Refection on advanced practice: personal and professional development

https://www.dmu.ac.uk/study/courses/foundation-courses/early-years-education/early-years-education.aspx

The programme has been designed to provide learners with essential subject knowledge to progress successfully within the workplace and/or further study. Learners will engage with academic content that will reinforce the links between theory and practice, with an emphasis on self-reflection and professional development.

Year 1 will consist of mandatory units, while Year 2 will provide optionality for specialist study. SEND and SLCN are embedded in learning outcomes across Level 4, with a focus on communication development, early identification of need, inclusive environments, universal support and strategic frameworks .

In Year 2, SEND and SLCN remain core outcomes, with selected units providing greater depth and advanced practice in inclusive and communication-focused practice.

Practice-based learning is integral to this programme and will support learners to meet the Learning Outcomes.

This programme has a requirement for 525 cumulative [Years 1 and 2] hours of practice-based [placement or work] experience in early education and/or care settings.

On successful completion of the programme, you will be able to apply inclusive, communication-supportive practice in early years settings. You will be able to implement evidence-based strategies under appropriate professional guidance, and work effectively with SENCOs, teachers, allied health professionals and families.

Learning will be practice-based, guided, and self-directed, with sessions taking place on-campus, synchronously online, and within learners’ early years settings.

Guided study will include:

• In-person teaching

• Tutorials

• Reflective tasks for the Practical Reflective Evidence Portfolio (PREP) set and guided by academic tutor

• Setting-based learning guided by setting-supervisor

• Observations of practice within early years setting

• Supervisory meetings for research project

Additional training in mandatory units:

• Safeguarding training

• Carbon literacy training