Special Education & Inclusive Practice

Educational Needs Assessment

Required. Needs assessment precedes IEP design — you cannot design appropriate learning targets without first conducting and documenting the assessment using a recognised framework (EHCP in UK, IEP eligibility assessment in US, SSA in Australia, or equivalent). SENCO or special education coordinator supervision and sign-off required. Genuine prerequisite for IEP design (seq 20) — the IEP targets are derived directly from the assessment findings.

Individual Education Plan Design

Required. IEP design follows directly from the needs assessment — specific, measurable targets must be grounded in what the assessment revealed about the student's learning profile. SENCO sign-off confirming targets are appropriate and achievable for the identified student. Genuine dependency on needs assessment (seq 10) — an IEP without a documented assessment basis is not accepted.

Assistive Technology Evaluation

Elective. Evaluating a real assistive technology tool for a specific learning need across at least 3 supervised sessions. Proof: rationale for tool selection, observation records, student feedback where expressible, evaluation report with recommendation. SENCO or specialist teacher sign-off. DBS clearance required.

Inclusive Classroom Observation & Adaptation

Elective. Observing an inclusive classroom across at least 3 sessions and documenting adaptations. Proof: structured observation log, one adaptation implemented by the student with mentor feedback, reflective analysis linking to inclusive education theory. Mentor teacher or SENCO sign-off. DBS clearance required.

Multi-Agency Collaboration in Education

Elective — PG-depth. Participating in a multi-agency case involving education, health, and/or social care coordination. Requires access to a complex needs case with genuine multi-agency involvement — typically encountered in advanced placements rather than standard UG placements. Rigorous anonymisation required: no student names, DOBs, school identifiers, or any identifying details. SENCO or case coordinator written confirmation of participation. DBS clearance required.

Free statutory SEND Code of Practice (0-25 years) — the primary UK regulatory framework for Educational Health Care Plans (EHCPs), SEN support, and the graduated approach. Required reading for the needs assessment and IEP design steps for UK placements.

Free evidence-based special education professional development modules from Vanderbilt's IRIS Center. Covers IEP development, assistive technology evaluation, inclusive classroom strategies, and co-teaching models. Use as methodology reference for needs assessment, IEP design, and AT evaluation steps.

Free assistive technology resources from the Assistive Technology Industry Association — includes outcome measurement frameworks, device trials guidance, and implementation research. Use for designing the evaluation framework and outcome measurement approach for the AT evaluation step.