The MSc Professional Practice (Learning Disability) is open to all professionals working with people who have a learning disability. Professionals working with this client group need to keep up-to-date with the latest developments in order to meet the clients’ changing needs.
The aim of this degree is to transform your practice and thus improve the quality of care for service users. Module content and delivery is underpinned by the latest research evidence, which ensures that this award meets the challenges of the demanding and dynamic environments that health and social care practitioners work in today.
Licenciado/Título de Ingeniero/Título de Arquitecto with an average of 6.0-6.9, Aprobado or above
English language qualifications:
GCSE pass in English at Grade C or above
IELTS with an average overall score 6.5 with at least a 5.5 in each component
TOEFL IBT minimum score 88
Cambridge English: Advanced (CAE): exams taken from January 2015 – overall score of 176 with at least 162 in each component; exams taken before January 2015 – Grade C and no less than borderline in each skill
Trinity College English Language qualifications: ISE III Pass for postgraduate taught courses and research applications
City and Guild’s IESOL/ISESOL tests at expert and mastery levels (C2 and C1) for the majority of postgraduate programmes
Pearson Test of English Academic (PTE Academic) with a minimum of 67 points in each elemen
Don’t worry if you do not meet these requirements, we run a number of courses to prepare you for academic studies.
There modules relate directly to this degree.
Autistic Spectrum Disorder
This 20 credit module covers areas such as Introduction to Autistic Spectrum Disorders; autism; Asperger’s syndrome; incidence and prevalence, diagnosis; assessment strategies; related syndromes and conditions; bio-psycho-social factors; diet; pharmacotherapy; environmental considerations; communication methods; TEACCH; therapeutic approaches;
Contemporary Issues in Learning Disability
This 20 credit module covers areas such as local, national and international policy developments; inter-professional practice; quality of life; frameworks and philosophies of care; anti-discriminatory practice; vulnerability and abuse issues; stake holder involvement; developments in research and service delivery; person centred approaches; developments in technology.
This 20 credit module covers areas such as – What is Advocacy and the different types of advocacy- independent; self; group; citizen and professional; Legislation and duties; Mental Capacity Act 2005 and consent; the role of the IMCA; DOLS; Human Rights Act 1998 and Equalities Act 2010; Power, Empowerment and Participation; Practical skills – supporting people to self advocate; Communicating concepts; listening, negotiation skills; Developing, marshalling and presenting coherent arguments on behalf of others; Policy and Guidance e.g. POVA; advocacy within the policy process; ethical principles, frameworks and decision making; interagency working, confidentiality and sharing information; thresholds for intervention/referral; creating an advocacy culture.
Learning and teaching methods
To gain the MSc Professional Practice (Learning Disability) degree you will need to study at least 80 credits (including your dissertation) relating to care of people with learning disabilities. This means that you must choose to study at least one of the specialist modules highlighted above.
These modules run yearly depending on demand and are usually delivered via weekly four-hour sessions throughout the academic year.
Teaching methods include facilitated discussions, seminars, workshops and presentations. You will be required to undertake background reading to develop a broad knowledge base and encouraged to become a critical thinker, enabling you to question theories and develop your own ideas informed by evidence and research.
To date, students undertaking this course have normally been qualified nurses. However, other professionals such as psychologists, speech and language therapists, occupational therapists and social workers have undertaken modules. Currently, there are attempts being made to include this pathway or elements of it in the post qualified social work framework and childrens nursing post registration programme. Feedback received from students undertaking modules has so far been very positive especially the use of service users and carers as well as specialist practitioners and leading academics.
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