Inclusive Education: Research, Policy & Practice

The Masters in Inclusive Education considers learner diversity, including disability, gender, poverty, and addresses global priorities in education, such as inclusion and equity, according to the United Nations' Sustainable Development Goals (SDGs). It encourages you to critically engage with questions such as: Which learners are disadvantaged or excluded in our education systems? How can we develop socially just practices, policies and research, that support the access, participation and success of all learners?

2.1 Hons (or non-UK equivalent) in Education related subjects plus a teaching qualification or relevant experience.

Applicants with no professional qualification in teaching but with 2 + years relevant experience in educational inclusion, special and inclusive education, or additional support needs will be considered.

Experience of working in educational contexts (e.g. class teachers from early years, primary or secondary education, special education professionals, head teachers and other professionals in educational leadership roles, education administrators, Higher Education lecturers) with an interest in inclusive or special education and responding to student diversity in equitable and socially just ways.

For applicants whose first language is not English, the University sets a minimum English Language proficiency level.

International English Language Testing System (IELTS) Academic and Academic Online (not General Training)

• 6.5 with no subtests under 6.0
• IELTS One Skill Retake Accepted
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements using a single test.

Common equivalent English language qualifications for entry to this programme

TOEFL (ibt, mybest or athome)

• 90 overall with Reading 20; Listening 19; Speaking 19; Writing 21
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements, this includes TOEFL mybest.

Pearsons PTE Academic

• 59 with minimum 59 in all subtests
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements using a single test.

Cambridge Proficiency in English (CPE) and Cambridge Advanced English (CAE)

• 176 overall, no subtest less than 169
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements using a single test.

Oxford English Test

• 7 overall with no subtest less than 6
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements using a single test.

LanguageCert Academic SELT

• 70 overall with no subtest less than 60
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements using a single test.

Password Skills Plus

• 6.5 overall with no subtest less than 6.0
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements using a single test.

Trinity College Tests

• Integrated Skills in English II & III & IV: ISEII Distinction with Distinction in all sub-tests
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements using a single test.

University of Glasgow Pre-sessional courses

• Tests are accepted for 2 years following date of successful completion.

Alternatives to English Language qualification

• Degree from majority-English speaking country (as defined by the UKVI including Canada if taught in English)
  
  • students must have studied for a minimum of 2 years at Undergraduate level, or 9 months at Master's level, and must have completed their degree in that majority-English speaking country within the last 6 years.
• Undergraduate 2+2 degrees from majority-English speaking country (as defined by the UKVI including Canada if taught in English)
  
  • students must have completed their final two years study in that majority-English speaking country within the last 6 years.

For international students, the Home Office has confirmed that the University can choose to use these tests to make its own assessment of English language ability for visa applications to degree level programmes. The University is also able to accept UKVI approved Secure English Language Tests (SELT) but we do not require a specific UKVI SELT for degree level programmes. We therefore still accept any of the English tests listed for admission to this programme.

Pre-sessional courses

The University of Glasgow accepts evidence of the required language level from the English for Academic Study Unit Pre-sessional courses. We would strongly encourage you to consider the pre-sessional courses at the University of Glasgow's English for Academic Study (EAS) Unit. Our Pre-sessional courses are the best way to bring your English up to entry level for University study. Our courses give you:

• direct entry to your University programme for successful students (no need to take IELTS)
• essential academic skills to help you study effectively at University
• flexible entry dates so you can join the right course for your level.

For more detail on our pre-sessional courses please see:

• Pre-sessional courses

We can also consider the pre-sessional courses accredited by the below BALEAP approved institutions to meet the language requirements for admission to our postgraduate taught degrees:

• Heriot Watt
• Kingston Upon Thames
• Middlesex University
• Manchester University
• Reading University
• Edinburgh University
• ST Andrews University
• UCL
• Durham.

For further information about English language requirements, please contact the Recruitment and International Office using our enquiry form

The programme will support your career development as an inclusive practitioner. It will support class teachers from the early years to the secondary level, special education professionals, head teachers and other professionals in educational leadership roles, education administrators, Higher Education lecturers and researchers in their professional development with regards to policy, research and practice in the field of inclusive education.