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Special and Inclusive Education MA

London, Bloomsbury

The Special and Inclusive Education MA will develop students' knowledge of special educational needs (SEN) and inclusive education. Students will be introduced to cutting-edge theory and research and consider how it links to policy and practice. The MA will appeal to those looking to develop their professional practice, progress to further study about disability, inclusive education, and educational policy, and/or progress to doctoral study. Alongside the campus-based option, the Special and Inclusive Education MA also offers an online distance learning mode for part-time and modular students, providing flexible options to suit diverse learning needs, lifestyles, and locations.

UK students International students
Study mode
UK tuition fees (2026/27)
£14,200
£7,100
Programme also available on a modular (flexible) basis.
Overseas tuition fees (2026/27)
£35,400
£17,700
Programme also available on a modular (flexible) basis.
Duration
1 calendar year
2 calendar years
5 calendar years
Programme starts
September 2026
Applications accepted
Applicants who require a visa: 20 Oct 2025 – 26 Jun 2026
Applications close at 5pm UK time

Applications open

Applicants who do not require a visa: 20 Oct 2025 – 28 Aug 2026
Applications close at 5pm UK time

Applications open

Apply for this course

Entry requirements

A minimum of a lower second-class Bachelor's degree in a relevant discipline from a UK university or an overseas qualification of an equivalent standard. Applicants will also normally have some related professional experience.

The English language level for this course is: Level 3

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

This course is suitable for international students on a Student visa – study must be full-time, face-to-face, starting September.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website.

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

The MA is ideal for those seeking to enhance their professional practice, pursue further study in disability, inclusive education, and educational policy, or progress to doctoral research. Whether studying on campus-based or distance learning, students will engage with a rich curriculum that reflects international perspectives and promotes inclusive approaches worldwide.

Students will gain a comprehensive and critical understanding of theory and research relevant to special and inclusive education, as well as its applicability to policy and practice. Through a variety of taught sessions, online classes and materials for distance learning mode, independent activities and group/individual assessments, students on the course will graduate with a broad range of knowledge, interpersonal contacts, and skills preparing them to continue work in the field of inclusive education. Anyone interested in either of the two specialist routes should see our Special and Inclusive Education (Autism) MA or Special and Inclusive Education (Specific Learning Difficulties) MA.

Campus-based students can complete the MA in one year full-time, two years part-time, or through a flexible modular route (which must be completed within two to five years).

Distance learning students must follow a part-time route over two years or flexible route (which must be completed within two to five years).

Who this course is for

This course would appeal to those working within education (e.g., teachers, teaching assistants) who have an interest in working with children, young people or adults with special educational needs and disabilities. We particularly welcome those with personal experience of SEND (e.g., family members, individuals with disabilities).

Read about what it takes to study for a Master's at UCL

What this course will give you

This high-level course provides students with the opportunity to engage with the latest theory and research on special educational needs and disabilities (SEND) delivered by world leaders in research and teaching. UCL Institute of Education (IOE) is ranked #1 in the world for education (QS World University Rankings by Subject 2025) and our team of internationally-recognised tutors (researchers, academics, and professionals) from the Department of Psychology and Human Development (PHD) will provide students with a cutting-edge course of taught sessions, independent activities and group/individual assessments; all of which will deepen their knowledge, challenge their thinking and enhance their employability. London offers a rich and diverse population so students can focus on neurodiversity within a wide range of individuals and communities.

Students on this MA benefit from a rigorous academic course. Critical engagement with current research and evidence-informed practice on special and inclusive education provides a thorough grounding for those new to the field. It also challenges the thinking and deepens the knowledge of those with prior (academic, personal or professional) experience in special and inclusive education. Input from a broad range of experts (including people with disabilities and their educators) ensures strong relevance to practice and the crucial inclusion of insider expertise.

The course attracts national and international students with rich and varied professional and/or personal experiences; offering a valuable opportunity for networking and collaborative learning. At the end of the course, students are encouraged to join professional learning networks; to continue their personal and professional development and to provide further opportunities for peer-to-peer learning. The course, along with the diverse range of events and initiatives provided by our centres of excellence, PHD, IOE and UCL, offers a transformative experience for students interested in special and inclusive education.

Read about what you'll get out of a graduate programme

The foundation of your career

The course prepares students for employment in a broad range of areas, for example: as senior leaders in mainstream schools, specialist schools, or other educational settings; and/or directly supporting children and young people with special educational needs and disabilities (SEND). Graduates may follow pathways within specialist services for children and young people with SEND or SEND charities. Graduates may choose to pursue a research pathway and/or work in Higher Education; or in government and/or policymaking positions, or as consultants.

While studying at IOE, I was lucky enough to meet other like-minded practitioners, who shared my passion for inclusive practice in mainstream schools. I was inspired by every seminar and always felt that I was provided with theory that then supported the refinement of practical strategies I could use in the classroom and in my leadership role as SENDco.

Poppy Wells - Special and Inclusive Education MA, class of 2022

Poppy Wells

Special and Inclusive Education MA

Q&A with Poppy Wells

Employability

Students on this course can broaden their career horizons within the educational settings in which they work (if applicable) and/or develop skills that can be utilised in a wide range of careers (within or outside the field of special education). Students will also develop skills in the areas of personal and time management; oral and written communication; collaborative working; computing and IT; critical and adaptive thinking; problem solving; research and inquiry.

Networking

The course team provide enrichment opportunities that relate to the taught content (e.g., optional seminars that focus on academic writing, new research directions in the field, and students' sharing their own practice; career talks from alumni; and local school visits to observe inclusive practices). Students also have access to talks and events in the wider department, which often involve external speakers. Through these enrichment opportunities, students are able to network with their peers on the course, tutors, alumni (both home and international) experienced researchers and practitioners.

Teaching and learning

The MA is delivered through a combination of teaching methods tailored to each mode of study. Campus-based students engage in in-person lectures, seminars, workshops, and tutorials, supported by online materials and blended learning approaches in some modules.

Distance learning students access the course entirely online through both self-paced and live activities, such as recorded lectures, interactive materials, discussion forums, and scheduled virtual tutorials. In the last year of their studies, students will focus on their dissertation module, maintaining regular contact with their supervisors online.

Please note: Distance-learning students are required to take only the following compulsory modules:

  • Concepts and Contexts of Inclusive Education
  • Research Design and Methodology
  • Contemporary Issues in Inclusive and Special Education
  • Autism: Research and Practice
  • Dissertation

Compulsory and optional modules are assessed through a range of different assessment types, including a range of written and oral assignments. For some modules students may choose from a range of assignment titles or may be able to negotiate their own title. They will be required to choose to write either a research report or a dissertation in the final year of the course.

Campus-based

Students can typically expect between six and eight contact hours per teaching week during Terms One, Two, and Three, including lectures, seminars, and departmental talks. During Term Three and the summer period, students will focus on their dissertation or research report, maintaining regular contact with their supervisors, whether in person or online. Contact hours and workload may vary depending on the modules selected, as these are spread across different terms.

Distance learning

Our fully online distance learning course is designed to accommodate a wide range of learning styles, lifestyles, and locations. Flexibility is at the heart of the experience, allowing learners to engage with content at their own pace and from anywhere in the world. New content is released weekly, and participants are expected to dedicate a few hours each week to work through the materials and activities.

Modules

Over the course of a year, full-time campus-based students undertake either the two compulsory modules (Concepts and Contexts of Inclusive Education and Research Design and Methodology), two optional modules in the areas of special and inclusive education and a dissertation or the two compulsory modules, three optional modules and a research report.

Full-time study mode is not available for distance learning students. 

Campus-based

Year 1: Students undertake one compulsory module (Concepts and Contexts of Inclusive Education) and two optional modules.

Year 2: Students complete a second compulsory module (Research Design and Methodology) and either a dissertation or, alternatively, one optional module and a research report.

Distance learning

Year 1: Students complete three compulsory modules which are Concepts and Contexts of Inclusive Education, Research Design and Methodology, and Contemporary Issues in Inclusive and Special Education. 

Year 2: Students study Autism Research and Practice and the Dissertation modules.

Flexible students must complete the course between 2 to 5 years.

Campus-based

Students must take the compulsory module Concepts and Contexts of Inclusive Education in their first year of study. Optional modules can be taken at any point during the remainder of the programme. The Research Design and Methodology module, and either a Dissertation or Research Report, must be taken in the final year of study.

Distance learning

In the first year, distance learning students undertake the module Concepts and Contexts of Inclusive Education, which lays the foundation for their studies. In the final year, they complete the Dissertation module, where they engage in independent research. Throughout the remaining years of the programme, students have the flexibility to choose which of the compulsory modules to study, allowing them to tailor their learning journey to suit their individual needs and schedules.

Compulsory modules






Contemporary Issues in Inclusive Education


Optional modules










Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Students undertake modules to the value of 180 credits. Upon successful completion of 180 credits, you will be awarded a MA in Special and Inclusive Education. Upon successful completion of 180 credits, you will be awarded an MA in Special and Inclusive Education.

Accessibility

The department will endeavour to make reasonable adjustments for students with disabilities, including those with long-term health conditions, neurodivergence, learning differences and mental health conditions. This list is not exhaustive. If you're unsure of your eligibility for reasonable adjustments at UCL, please contact Student Support and Wellbeing Services.

Reasonable adjustments are implemented on a case-by-case basis. With the student's consent, reasonable adjustments are considered by UCL Student Support and Wellbeing Services, and where required, in collaboration with the respective department.

Details of the accessibility of UCL buildings can be obtained from AccessAble. Further information about support available can be obtained from UCL Student Support and Wellbeing Services.

For more information about the department and accessibility arrangements for your course, please contact the department.

Visit us

All open days and events

Online - Open day

Graduate Open Events: Master's Courses in Special and Inclusive Education (MASIE) and Specific Learning Difficulties (SpLD)

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Do you want to enhance your skills and further your career in special and inclusive education? Our courses enable you to engage with the latest theory and research on special educational needs and disabilities. We welcome you to book your place at our Virtual Open Event. You will meet our academics, hear about the courses you are interested in and have the chance to ask any questions you might have. These sessions are free and open to all.

Fees and funding

Fees for this course

UK students International students
Fee description Full-time Part-time
Tuition fees (2026/27) £14,200 £7,100
Tuition fees (2026/27) £35,400 £17,700

Programme also available on a modular (flexible) basis.

Postgraduate Taught students benefit from a cohort guarantee, meaning that their tuition fees will not increase during the course of the programme, but UCL reserves the right to increase tuition fees to reflect any sums (including levies, taxes, or similar financial charges) that UCL is required to pay any governmental authority in connection with tuition fees.

The tuition fees shown are for the year indicated above. Where the course is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees.

Additional costs

For full-time and part-time offer holders with a fee status classification of UK, a fee deposit will be charged at 2.5% of the first year fee.

For full-time and part-time offer holders with a fee status classification of Overseas, a fee deposit will be charged at 10% of the first year fee.

For modular/flexible offer holders with a fee status classification of UK, a £350 deposit will be charged.

For modular/flexible offer holders with a fee status classification of Overseas, a £500 deposit will be charged.

Further information can be found in the Tuition fee deposits section on this page: Tuition fees.

Students are responsible for covering any travel, accommodation, and other expenses involved in conducting research for their dissertation and should account for these costs when planning their finances.

Students are also expected to fund their travel if they wish to attend school visits that are offered as part of the course.

DBS may be required depending on the type of research undertaken for the dissertation module.  The DBS application cost will be covered by UCL, but offer holders will also need to have their ID checked and verified at a Post Office, for which they will incur a charge of £15 (note, this was the fee for 2025 but may change). The offer holder is also required to arrange and pay for any overseas police check that may be necessary; costs vary by country. For more information about the DBS application process, please contact the Admissions team.

For in-person teaching, UCL’s main teaching locations are in zones 1 (Bloomsbury) and zones 2/3 (UCL East). The cost of a monthly 18+ Oyster travel card for zones 1-2 is £119.90. This price was published by TfL in 2025. For more information on additional costs for prospective students and the cost of living in London, please view our estimated cost of essential expenditure at UCL's cost of living guide.

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.

See all the ways you can fund your studies

IOE - Aziz Foundation Scholarships

Value: Full tuition fees (1 year)
Criteria Based on academic merit
Eligibility: UK

IOE-Clarke Scholarships

Deadline: 5 May 2025
Value: Tuition fees, return flights and stipend (1 year)
Criteria Based on both academic merit and financial need
Eligibility: EU, Overseas

IOE-ISH Centenary Masters Scholarships

Deadline: 5 May 2025
Value: Tuition fees and accommodation at International Students House (1 year)
Criteria Based on both academic merit and financial need
Eligibility: Overseas

Next steps

Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

There is an application processing fee for this course of £90 for online applications. Further information can be found at Application fees.

When we assess your application we would like to learn:

  • why you want to study Special and Inclusive Education at graduate level
  • why you want to study Special and Inclusive Education at UCL
  • what particularly attracts you to the chosen course
  • how your academic and professional background meets the demands of this challenging course
  • where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this course match what the course will deliver.

Please note that you may submit applications for a maximum of two graduate courses (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2026-2027

Apply for this course

Got questions? Get in touch

Psychology and Human Development
Psychology and Human Development

masie@ucl.ac.uk

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