Disability Studies (Inclusive Practice) BA (Hons) Top Up

This course is validated by: Lancaster University
Award: BA (Hons) in Disability Studies (Inclusive Practice)
Location: University Centre at Blackburn College
UCAS Code: L340
Code: SS3571A13
Fees: View fees and financial information
Validated by: Lancaster University
Study Mode: Full Time, Part Time
Start Dates: september 2018
Term Dates: View term dates

Our BA (Hons) Disability Studies (Inclusive Practice) Honours Top Up degree is for those students who have successfully completed the FdA Disability Studies (Inclusive Practice) from University Centre at Blackburn College and who now wish to study at honours level. The top-up degree offer opportunities for students to increase your knowledge and understanding of the key messages inherent in current Government policy within the area of social care and education. This will help graduates to empower service users in order to bring about change and also encourage a graduate workforce that is fit for sector demand.

What will I study?


Here at the University Centre at Blackburn College we offer a comprehensive approach to exploring disablement from birth to death. Our team believes that this lifespan approach better enables you to contemplate the barriers and opportunities open to disabled people when partaking in society. This is pertinent when considering rights based approach to disability as societal attitudes and responses to perceived ‘deficit’ can and do have far reaching consequences for disabled people. At present all other undergraduate courses relating to Disability Studies focus on either Education or Nursing.

In opting to continue on this final top-up year, you will be at the forefront of contemporary debates surrounding practice and provision for disabled people. This can open the door to numerous employment opportunities such as teaching in primary or tertiary education, policy development, equality and diversity, human resources, management opportunities within relevant settings such as care and charities etc.

You will study five core modules. These being:

• Disability and Identity
• A Society Fit for All
• Professionalism and inclusive Practice
• Historical and International Perspectives
• Dissertation

Download the Programme Specification for BA (Hons) Disability Studies (Inclusive Practice) (Top Up). The Programme Specification will give you further information about the course structure, learning outcomes and detailed information about the assessment you can expect during the course.


Entry Requirements

In order to join this BA (Hons) Disability Studies (Inclusive Practice) (Top Up) programme you will need to have successfully completed Disability Studies (Inclusive Practice) Foundation Degree FdA. If you have received less than a Merit grade overall in your Foundation Degree you will be required to attend a guidance interview first to ensure you are fully prepared for the Top Up programme. Additional preparation for study at the Top Up programme may be required.

How will I be assessed?

Throughout the course a variety of assessment strategies will be used. These include coursework, assignments, case study analysis and presentations. 

Formative and summative assessments enable lecturers or tutors to monitor the learning that has/is taking place. Summative assessment is not always noticeable by the student as it is a continuous process; lecturers or assessors may observe participation and responses to class discussions and group work, a student’s response to question and answer sessions, participation in workshop practical and engagement with demonstrations. Each module is formally assessed through, for example, examination, open-book test, individual and group presentation, essay, observation of practice, assessment of course work e.g. art portfolio, written report, reflective practice and portfolios of evidence.

Students receive both formal and informal feedback. Formal feedback is through assessments, is usually in writing and given within 3 weeks following the submission date. However, some lecturers will provide group feedback, for example, following an examination they may choose to work through the exam paper in a tutorial. It should be noted that feedback is part of the ongoing learning cycle which is not limited to written feedback. Other forms of feedback include one-to-one meetings with a personal tutor, dissertation and project supervision meetings, a lecturer responding to learner questions or responses during topic or situation discussions.

Teaching and Learning

The learning environment and facilities include lecture theatres, classrooms, technology suites, laboratories and workshops, library and skills labs, art and photography studios, small group and quiet zones. Learning methods will vary according to the programme of study but will include lectures and group tutorials. In addition, seminars, field trips, work placements, role play or scenario activities, laboratory and workshop practical, demonstrations, guest lectures, discussions and debates all contribute to the learning experience to support the acquisition of subject specific skills and knowledge and the development of transferable and employment related skills.

What can I do next?

The degree has been designed to develop graduates for the workplace supporting disabled children, young people, adults and their families. Graduates of the programme will be best placed to progress into a range of careers in education, health and social care. Career pathways include Teacher Training, Family Support, Equalities Officers and Special Educational Needs teaching.

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"When I visited the University Centre at Blackburn College on 5/3/15 to meet with some of the Staff team and to pick up some of the assignments to moderate, I had the opportunity to meet with a group of the Students. In our discussions they were unanimous in the positive verbal feedback they provided regarding the quality of the taught sessions, the verbal and written feedback for assignments and the ongoing effective support for learning which they received from all the members of the staff team."

External Examiners Report 2014/15
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