Abbie Deeming
Senior Lecturer in Education (ECYP)
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Learning & Teaching (SEN/D and Inclusive Provision) FdA
Key Facts
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UCAS Code
73X3
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Duration
2 years full time
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EE at A Level
PP at BTEC -
Full Time: £9,535
Part Time: £1,585 per 20 credits
Updated 22/10/2025
Updated 22/10/2025
Overview
The Foundation Degree in Learning and Teaching SEN/D and Inclusive Provision (FDLT SEN/DIP) is designed for support staff who are currently working in specialist SEN/D and inclusive settings and who wish to gain a recognised qualification specific to their role. This Learning and Teaching SEND course aims to broaden and deepen your understanding of the context of education, inclusion and development and strengthen your ability to support children’s learning and development within the broader life of the setting.
This Special Educational Needs pathway is designed to allow students to engage in informed discussions and debates around how to support neurodiverse learners across the educational spectrum. This takes into consideration Social, Emotional and Mental Health needs, Autism, Cognition and the sensory and physical needs learners you may be working with in your context. This is taught by experts in the field of Special Educational Needs and Inclusion, who will draw on their research and vocational backgrounds to help contextualise your learning in the field of Inclusive Studies. You are encouraged to develop a deeper understanding of your work by analysing it in the context of relevant principles and research
Highlights
- You will be taught by specialists in the area of special educational needs, neurodiversity and inclusion, all of whom have extensive vocational experience in this area.
- Work-based course to fit with your schedule.
- Recognised qualification for support staff working with children, young people and adults
- You may be exempt from certain modules if you have relevant prior qualifications
- Highly experienced and supportive tutor team
- Progression to honours degrees and teacher training programmes, as well as other roles within education.
- HP Laptop and software included with this course for eligible students.* (* See eligibility criteria, terms and conditions apply)
Entry Requirements
Level 3 qualification, for example Level 3 diploma in Supporting Teaching and Learning, NVQ Level 3, A levels (EE) or BTEC Diploma (PP), HLTA status or relevant professional development courses at HE level.
A minimum of 12 months experience working as a Teaching Assistant or other learning support role within a SEND school or SEND unit within a mainstream school or an appropriate setting that supports learning.
You should provide a full Education history, including details of any Level 3 qualifications you may have. If you do not have a full Level 3 Extended Diploma, we may ask you to submit a written task before providing you with an offer.
Maths and English GCSE’s are not required but are recommended, especially for applicants seeking entry into Teacher Training post-BALT.
You will need to provide details of your current workplace and job role, it would also be helpful to get a sense of your whole experience of working in education or alternative settings with children and young people. You can also provide details of other jobs you have had.
You should also provide a full supporting statement, detailing your professional background, why you would like to do the course and what will the course prepare you for in the long term (whether this is teaching or not).
You will need to ask your Headteacher to provide a supporting statement. This should be a character reference and an endorsement to release you from your workplace for one day a week.
An applicant who does not meet these criteria may be considered, depending on their ability to demonstrate their suitability for admission, e.g. by completion of a written task in lieu of qualifications.
Students may use Approval of Prior Learning scheme (APL) to apply for entry onto the programme as described in the University’s APL policy. Specifically, students who have achieved Higher Level Teaching Assistant status from a recognised provider may receive APL for the first year work-based practice module, PDT1081.
Applicants with 120 Level 4 credits from a programme similar or equivalent to Foundation Degree in Learning and Teaching may be considered for direct entry to Year 2 of the FDLT. Applications are considered individually depending upon applicants’ individual situation and combination of credits and experience achieved.
In order to achieve the named award above, students must meet all requirements of this award map.
For more more information on how to make an application, please visit our How to Apply page.
All International and EU students applying for a course with us must meet the following minimum English language requirements:
- Minimum standard – IELTS 6.0 (or equivalent)
for study at undergraduate level.
For information regarding English language requirements at the University, please see our IELTS page.
What You'll Learn
This Foundation Degree in Learning and Teaching and a SEN pathway has a high proportion of work-based learning which is reflected in the assessments. The programme is designed to embrace the working situation of students. The structure will reflect your individual, professional and occupational context. It acknowledges the benefit that is to be gained from sharing common experiences and concerns. You will broaden and deepen your understanding of your role, set in a specific professional and social context. It also reflects the need to assess your development of the skills, knowledge and understanding, professional values and attitudes applicable to your role at work.
The programme is designed to be completed within two calendar years, with the taught components arranged to accommodate the needs of staff working in SEND and inclusive provision.
Compulsory Modules
The purpose of this module is to develop an understanding of the barriers to learning experienced by learners with diverse needs, including special educational needs and disabilities (SEND)The module aims to enable students to develop strategies to support these learners within their settings and to promote inclusive practice.
The purpose of this module is develop students confidence and ability in using digital technology across the curriculum to support their own learning and that of the pupils they work with.
The purpose of this module is to facilitate students’ understanding of their professional roleStudents are introduced to the concept of reflective practice as a means for progressive and meaningful action planning when considering their own professional practiceStudents will apply wider ideas concerning well-being, mental health and pedagogy to their practice.
The purpose of this module is the study of narrative voices that detail unique perspectives of educational and social experiences to inform knowledge and understanding of inclusionKey areas of study include the examination of notions of inclusion and exclusion, models of participation, and how to elicit and amplify the voices of marginalised individuals and groups using contextual interventions, partnership work and advocacy.
Please note the modules shown here relate to the academic year 25/26. The modules relating to the academic year 26/27 will be available from June 2026.
At the University of Northampton, everything we do, from funded trips to paid internships, is to give you everything you need to make a difference when you leave.
If you join our full-time Learning and Teaching (SEND and Inclusive Provision Pathway) Foundation Degree at the University of Northampton, you will receive a laptop when your course begins*. The laptops are built to a bespoke custom specification ideal for use in the seminar room, collaborative group work or studying at home.
Whatever your ambitions, we’re here to help you to achieve them. We’ll support you to identify the skills you’re learning within our FDLT SEN course, find your strengths and secure practical experience so that when it comes to applying for jobs or further study you’ll feel confident in standing out from the crowd. We’ve created the Northampton Employment Promise because we are so confident that if you focus on your studies and complete one of our awards you’ll be highly employable by the time you graduate. Putting you in a great position to secure employment or continue your studies.
To check out the full list of perks, visit our Student Perks page or dedicated International Perks page.
* UK fee payers only (see Terms and Conditions for further details)
Do I need to be employed in an SEN/D/alternative context?
Yes, you need to be employed in a SEN/D/alternative provision for a minimum of 2.5 days a week. You need to have the support of your headteacher or equivalent in a reference in your UCAS application and in an Employer’s Declaration Form. This will be sent to you by the university when you accept a place on the course.
How much experience do I need?
You need a minimum of 12 months experience of working in educational/SEN/D settings. This experience can be partial if you are working in a mainstream setting e.g you work in a mainstream school but work with learners with a SEN/D. This could be made up from volunteering and paid employment in a range of contexts and age groups.
How will I be taught in this Learning and Teaching (SEN/D and Inclusion Provision) foundation degree?
Sessions are taught one day per week and your face-to-face teaching will be consolidated with online materials, work-based practice and personal tutoring.
You will spend one day per week at the University over two years, spending the rest of your time in your workplace, consolidating your academic studies and building experience.
How will I be assessed?
There are no exams. Instead, assessments include practical projects, presentations, assignments, research and portfolios of work practice.
Can I use my HLTA status to be exempt from part of Year 1?
Yes, you can apply to be exempt from the two work-based modules in Stage 1 (40 credits). This would make you a part-time student for the first year.
Fees and Funding
2025/26 Tuition Fees
- UK Full Time: £9,535
- UK Part Time: £1,585 per 20 credit module
Students who wish to complete this course in two years will be classed as full time even though attendance is only required one day a week. Students need to apply for funding as a full time student with Student Finance.
Fees quoted relate to study in the Academic Year 2025/26 only and may be subject to inflationary increases in future years. UON will adjust UK fees annually in line with Government Policy.
There are no additional costs for this course for students beginning their studies in September 2025. Should this change, applicants and students will be contacted by the university with details of the costs.
For information on the scholarships available to you, please see our scholarships page.
For more information about possible funding options, please visit our Fees and Funding pages.
Fees quoted relate to study in the Academic Year 24/25 only and may be subject to inflationary increases in future years.
- UK – Full Time: £9,250
- UK – Part Time: £1,540 per 20 credit module
Students who wish to complete this course in two years will be classed as full time even though attendance is only required one day a week. Students need to apply for funding as a full time student with Student Finance.
Staff
Adam Chapman
Senior Lecturer in Education (ECYP)
Korrin Smith-Whitehouse
Senior Lecturer in Education (SEN and Inclusion)
Nicola Preston
Associate Lecturer (Education)
Brenna Farrow
Senior Lecturer in Education (SEN and Inclusion)
Una Lodge
Associate Lecturer (Education)
Tereza Aidonopoulou
Senior Lecturer in Education (SEN and Inclusion)
Alexia Achtypi
Senior Lecturer in Education
Careers and Employability
This Learning & Teaching (SEN/D and Inclusive Provision) course gives you the opportunity to progress onto an honours degree to gain a full honours degree. Progression to BA Learning and Teaching top-up would be suitable route. Discussions around alternate routes to graduate employment will be facilitated throughout your time on the program.
The purpose of this module is to investigate the social and cultural aspects of diversity through an exploration of discourses of difference, and to consider the social and cultural factors that impact on our understanding and experiences.