Course Summary

This course provides well-rounded learning for people interested in the issues surrounding disability in society. It will enable students to gain a broad range of experiences that will prepare them for careers in special needs teaching, social work, geriatric care, voluntary and charitable sectors or organisations such as Local Education Authorities (LEAs).

You will study disability in the context of sociology, history and psychology. The basic theories that underpin disability studies will be consolidated and applied to the realities facing people with disabilities. Your seminar and research learning will then be combined with work experience to help you develop a comprehensive, practical understanding of the major variables that form the complexity of a disabled person's life.

Throughout the course, you will be supported by knowledgeable tutors who have a wide range of experience in the field of disabilities. Their excellent instruction, in addition to lessons from their own professional encounters with disability, will help you to connect with the subject of disability and inspire you to make meaningful career decisions.

Why choose this course?

This is the only undergraduate course on disability in our region and with that in mind it provides a strong foundation for careers in a variety of areas as mentioned above.

During the course you will:

• Learn from tutors with a wide range of real-life experience in this field
• Enjoy learning based on a clear link between theory and the world of disabled people
• Gain experience through formal and informal work placements

Areas of study you may cover in this course include:

• Delivery of learning to children with special educational needs
• Development of disability studies
• Exploration of children and disabled children's lives over the past 300 years
• Analysis of experiences during work placements
• Understanding of structures and processes underpinning provision in schools and social and community care
• The relationship between the disabled community and other oppressed communities

Assessment

The course has a progressive learning and assessment strategy that moves students from diagnostic and formative assessment towards summative assessment in level 3, encouraging the development of independent learning skills. You will experience a variety of assessment types, including essays, presentations, reports, case studies, research reports, critical evaluations and formal examination. The precise mix of assessment experienced by you will depend on unit choices in levels 2 and 3 of the course.

In level 1 diagnostic assessment will begin in induction week when you will be set a short essay that will be marked and fed back in the first two weeks of the course. This will allow you to reflect on your own learning skills and allow staff to identify areas you will need to work on at the start of the course. You may be referred to Student Support services or PAD if this is appropriate. At the start of level 1 you are instructed in and encouraged to develop the basic information literacy and writing skills to allow you to develop the ability to write a competent answer to a question set within a defined context. As level 1 progresses you will be expected to develop the complexity and depth of your answers in response to theoretical perspectives in the field of disability.

In level 2 there is increased need and increased opportunity for independent study. You will need to begin to gather, collate, analyze and critically evaluate materials from primary and secondary sources to answer sometimes complex questions. The depth and amount of assessment required reflects this change. In level 2 the emphasis is on formative and summative assessment, in level 3 the emphasis is clearly on summative assessment, particularly as evidenced in the final year dissertation project, which also encourages independent learning and provides significant evidence for graduate skills development. On this dissertation and in other key assessments you will need to work within complex and occasionally unpredictable settings and further develop the skills addressed in level 2.

Educational Aims

The BA (Hons) Disability Studies is designed to provide graduates with a strong grounding in major aspects of the subject of Disability in the twenty-first century. It is designed to produce graduates who could enter a wide variety of careers in which knowledge of disability and good graduate skills are important, including teaching. It has strong vocational and transferable skills elements built in that will provide graduates with excellent career prospects.

Level 1 has a broad base within the humanities that allows the student to develop the sociological, historical and psychological perspectives that will support their detailed study of disability in Levels 2 and 3. They will also embark on units that will introduce them to the core theories that underpin disability studies.

Year 2 is one of increased consolidation, extension and depth of study together with a beginning of the process of application to the life experiences of disabled people and those who are involved in their lives.

Year 3 changes the balance between theory and practice and as well as a concluding dissertation contains study and learning experiences that are located in the workplace as well as a conclusion to the development of an understanding of the major variables that form the basis of the complexity of the disabled persons life such as ethnicity, gender, class and sexuality.

Student support

You will have access to a range of support services during your degree programme. Information on these services will be given during induction week at the start of your course.

PAD:

Professional and Academic Development (PAD) offers a number of services to support your academic development in Bedford. These include open study skills workshops in areas such as essay writing, referencing, critical thinking, presentations, IT skills and examination techniques. There are also one to one study skills sessions available to all , each a minimum of 30 minutes long, and students have access to a range of on-line study skills materials. Your point of contact at the Bedford Campus is Veronica Cooke.

Student Services:

Student services can provide support in areas such as counselling, careers, health, finance, childcare and disability advice. Your point of contact at the Bedford Campus is through the student services office in H block.

Learning Resources:

Learning Resources offers a range of services aimed at supporting your studies whilst at University. These include the traditional library services - borrowing, reserving and renewing books, videos and other library materials; as well as providing access to nearly 300 networked computers with a wide range of software including MS Office, internet, e-mail, and digital information products. There is also a range of on-line support materials and a designated librarian for the subject area (Jo Myhill). These services are restricted to members of the university therefore to access any of them you will need to present your current University ID card.

Personal Tutor:

Each student has a named personal tutor. That tutor will be responsible for the mentoring of the student during the year and represent a point of contact for the student if they have any concerns over their academic progress or if they want to know where to seek advice on aspects of their time at the University of Bedfordshire.

The tutor will:

• Monitor academic progress


• Help the student understand University regulations


• Provide a point of contact if to report illnesses and unavoidable absences to other lecturers


• Offer advice on careers and opportunities for further study


• Provide a point of first contact for personal and academic concerns


• Write confidential references for employment


• Meet with the tutee at least three times a year in order to undertake PDP processes.

The tutee will:

• Take responsibility for his or her own learning


• Seek out advice and help when needed


• Meet with his or her tutor at least three times a year


• Communicate any academic problems to his or her tutor


• Respond to communications from his or her tutor

Personal tutors will usually communicate with their tutees through the University email system or BREO. It is expected that tutees will check both of these regularly. All personal tutors will have weekly office hours. These hours will be posted on their office doors.

Team working

To help with the development of this you will:

• Take part in small group session for discussion and investigation of specific topics




• Undertake collaborative work towards assessment




• Take part in groups presentations

Career Management Skills

To help with the development of this you will:

• Be aware and utilize the CPCD (Centre for Personal & Career Development) through induction


• Utilise the self assessment tools offered on BREO


• Monitor your development and plans through your PDP


• Take advantage of the services offered including one-to-one or via E-guidance including career coaching and career planning and exploration


• Take part in work experience, as part of your unit studies in levels 2 and 3, through your own initiation and through the University UB Volunteer service

Career/Further study opportunities

Careers:

You will have access to the Centre for Personal and Careers Development service in Bedford as well as on-line through your programme of study. The service is able to give general and targeted advice during and after your programme of study. Preparation for your career is also built into the level 2 study skills unit. On completing this course students are likely to progress into the following areas:

• Initial Teacher Training


• Social Work


• Youth Worker


• Probation Service


• Health Management


• Educational Management


• Care Management


• Educational Welfare


• Human Resources


• Employment Agencies


• Early Years Management


• Housing Sector

The course will offer a potential route towards special needs teaching careers, which the numbers on our existing special needs units indicates are of interest to many students. There are potential careers in the growing areas of teaching, SENCO status, social care, as learning mentors, in special needs settings geriatric care, the voluntary and charitable sectors, LEA and LSA work.

Further study:

As well as continuing study on teacher training programmes, which in Bedford include masters level units, you may also study via MA programmes in Disability or a related social science.

Entry

Additional:

Relevant experience is beneficial.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

Professional, Statuatory and Regulatory Body Accreditation

Students with disabilities

Applications from students with disabilities are welcome on this programme.

Support provided for students with identified disabilities e.g.:

• Signers and note takers, tutor microphones and fire alarm buzzers for profoundly deaf students


• Extra time, support tutorials and, as required, support materials for students with dyslexia and / or dyscalculia


• Tutorial support and special arrangements for some assessments (e.g. presentations) for students with post traumatic stress syndrome or other relevant disabilities


• Potential room changes if required for students with mobility problems


• Agreements re extra food breaks and in class eating for students with diabetes


• All applications identifying any disabilities followed up be letter or at interview to establish support required. Assessments arranged as appropriate

Skills Development

Communication

To help with the development of this you will:

• Take part in discussion in small groups


• Produce written and oral work towards assessment and consider the advice given in feedback from staff

Information Literacy

To help with the development of this you will:

• Utilise the University of Bedfordshire VLE system (BREO) Take part in training sessions with a variety of software packages. and produce assessed work using information technology in a variety of formats

Research and Evaluation

To help with the development of this you will:

• Undertake introductory sessions and units that focus on developing your research and evaluative skills


• Produce assessed work based on research materials

Creativity and Critical Thinking

To help with the development of this you will:

• Investigate a variety of topics in the field of disability


• Consider some of the major issues in thinking about disability


• Formulate your own views on these topics and communicate them in teaching sessions and written work

Improving learning and performance

To help with the development of this you will:

• Take advantage of appropriate PAD (Professional and Academic Development) courses offered by the University


• Utilise the feedback offered with returned assessed and non-assessed work


• Take advantage of individual and group tutorials and groups session that provide assistance with academic development

Progress files

To help with the development of this you will:

• Access your unit grades through the SITS e-portal


• Maintain your PDP showing your progress over the course


• Take part in discussions of your progress with your personal tutor

Professional standards

Attendance and punctuality requirements

We expect that:

• You will attend a minimum of 80% of all taught sessions. Lower attendance than this is likely to result in reduced understanding and lead to lower grading in assessments


• You are required to inform the course and unit leaders of any unavoidable absence from taught sessions


• When attending any work placement or job shadowing activities you will be acting as a representative of the University and will be expected to uphold professional standards of behaviour

General behaviour:

• You are expected to conduct yourself in an orderly, dignified and professional manner in all times within the University premises


• You are expected to demonstrate honesty and integrity in all dealings with the programme staff and University

Use of mobile phones:

• You must not use mobile phones during any taught class

Contact arrangements:

• You are required to provide a valid, permanent, term time and correspondence contact address and telephone number to Registry when you register as a student each academic year


• You are required to provide Registry with a current contact number of your next of kin should the school need to contact them in an emergency


• You are required to inform Registry of any change of address or telephone number and ensure your contact details are up to date

Assessment requirements:

• You are required to be aware of the Universitys assessment regulations available


• You are required to be aware of the Universitys academic offences policy and plagiarism regulations as detailed in the University regulations. Plagiarism is considered to be a serious matter by the School and University

Strategy for developing and embedding the professional standards

Standards are implemented by unit lecturers in unit outlines, formal teaching sessions and feedback and by personal tutors in group and individual tutorials.

The progress of standards is monitored by the field board, which considers student written evaluations, verbal feedback and staff experience.

It is the responsibility of the Field Board to ensure that standards are continually developed and improved, with regard to experience, best practice and changing University policy and to ensure they are embedded into documentation and practice.