The International Award in SEN Coordination has been created, specifically for the International schools market. We’ve successfully delivered training to thousands of SENCOs within the UK – and now the same quality content and delivery, focusing on international topics and legislation, is available for international teachers without UK-equivalent QTS.
To develop effective leadership and management skills in relation to SEND coordination within an international school setting.
To develop an understanding of how wider cultural, political, historical and community contexts influence SEND provision internationally.
To engage with international research and evidence-based practice regarding inclusive education.
To critically examine the research on interventions in the field of SEND and demonstrate both knowledge and understanding of both its applications and limitations.
To develop different models of partnership within your setting, with an understanding of the place of power and ethics in listening to and understanding children, parents and carers.
Select your study style and dates
Online – self paced
Study at your own pace and time
Info & dates
Cohorts begin in January, May and September.
The next cohort begins on 15 January 2025. Book and enrol before 15 January 2025 to join our next cohort.
The International Award in SEN Coordination is divided into four units.
Strand 1: The context for inclusive education within international settings. The aims of this unit are to explore the range of wider cultural, political, historical and community contexts influencing SEND provision internationally. To equip delegates with a comprehensive understanding of the complexities of identifying SEND needs for pupils with English as an additional language and how these affect pupils’ learning and development.
Strand 2: Developing strategy and policies for inclusive education. The aims of this unit include allowing delegates to draw on a wide range of evidence, policy and resources and work with others to positively influence the strategic vision and commitment for the delivery of inclusive education.
This unit requires each delegate to undertake a placement of up to 2 days in another international school identified and nominated by the delegate. The placement school will be one in which an area of applied professional practice can be compared, contrasted and critically analysed with the same area of practice in the delegate’s own school, leading to developmental outcomes for the SENCO to implement.
Strand 3: The development, planning and application of inclusive practice. The aim of this unit is to allow an in-depth analysis of a particular issue in the workplace, drawing on theory, evidence, local practice and external sources of support to design, implement and evaluate a local intervention aimed at enhancing the outcomes for one or more SEND pupils.
Strand 4: Collaboration and leadership. The aims of this unit are to enhance skills in collaboration, leadership and staff management, by fostering an understanding of the SENCO’s key role in leading sensitively within a multicultural context, emphasising the essential nature of interpersonal relationships for effective planning and delivery of interventions, and how to enhance their own and others’ personal and professional development.
There is also various region-specific content within the iSENCO course. This includes:
Regional discussion forums enabling you to connect with fellow delegates working in a similar environment to you.
Delegate introduction videos from existing delegates from all around the world.
Case studies from previous delegates, offering insight into the role of a SENCO in their country, cultural context and impacts on their educational setting.
Course details
How will you benefit?
On successful completion of this module, students will have knowledge and understanding of:
The context for leading inclusive education within an international school setting.
The range of statutory and regulatory frameworks and the wider cultural, political, historical and community contexts influencing SEND provision internationally.
The strategies to differentiate between pupils who have English as an additional language and/or SEND and how they can affect pupils’ participation and learning.
The role of communities and culture when promoting inclusive education.
On successful completion of the International Award in SEN Coordination, students will be able to:
Demonstrate the effective use of resources to deliver high-quality SEND provision in line with best value principles.
Communicate effectively and work strategically with senior colleagues, school governors and to draw on external sources of support and expertise to enhance SEND provision.
Identify and implement systems for monitoring and evaluating systems of teaching and learning incorporating tools for collecting, analysing and using data about pupil progress.
Learn on the job
Harness your day-to-day experience and work with your tutor to develop your skills.
Become an expert in this area in your school – and save your school money.
Develop effective support for the most vulnerable children in your school.
Engage with flexible e-learning
Study online and integrate your learning into your working day.
Access a wealth of practical resources, academic research and interactive materials.
Take part in a flexible module that draws on a broad range of learning tasks and practical experience.
Work closely with your peers and dedicated tutors online.
Experience mentoring and work placements that really complement your learning.
Accrue credits towards your MEd
Attain 60 Masters-level credits, which can be put towards further studies on any of our Masters programmes.
Interact with your peers using our advanced learning platform and our unique student forum.
We will ensure that you never feel lonely or unsupported in your studies.
Liaise with experienced tutors
Enjoy dedicated specialist support from a broad range of experienced tutors.
Receive expert guidance from us throughout the module.
Learn from SENCOs and educational psychologists who know the education sector inside out.
Work with our friendly team of independent professionals – committed to giving you the training that you need.
Take a quality-assured module
This module is validated by Middlesex University, so you can be assured of its quality.
Does this qualify you as a SENCO in the UK?
The iSENCO is a perfect qualification for those leading the SEND provision in an international school, but it is important to note that the iSENCO qualification alone would not qualify you to work as a SENCO in a state-maintained school in England.
How is the course delivered?
Our courses are delivered through Campus Online, our unique provision for online learning.
Campus Online allows you to study at your own pace, without the need to travel, or commit to particular dates or times. Log in to access your study materials, contact your personal tutor for support, connect and network with other delegates and make use of the extensive resource library.
You can easily track your progress throughout the course and submit your work and evidence of assignments for feedback.
How will you be assessed
To successfully complete this course delegates will need to complete the following:
Three Applied Practice Tasks (equivalent to 2000 words):
SEND Policy analysis: Analyse the SEND/inclusion policies from your own school and your placement school to compare the language used and the approaches taken to the management of SEND and inclusion issues across the schools.
Summary of SEND data management systems: Collate an overview of the SEND data tracking and monitoring systems used in your setting. include:(a) At least two pieces of evidence of your own practice at the systemic (whole-school) level, eg an anonymised section of your SEN or AEN Register or an anonymised copy of your Provision Map/other data management systems that you use at a school. You may wish to include more than two. (b) At least one piece of evidence of your data monitoring systems at the ‘individual learner’ level to demonstrate your monitoring/tracking of an individual pupil’s progress.
Review of SEND provision within your setting: Summarise either in narrative or diagrammatically the different levels of SEND provision in the school and the process of how pupils level of SEND provision is reviewed and revised. Critically reflect and comment on areas of strength in your settings current model and evaluate how far the current model reflects a graduated approach to SEND provision.
Three Masters Assignments:
Strand 1 – M level assignment – a critical analysis of the relationship between the culture and ethos of your setting/locality and international research on inclusive educational provision for learners with SEND (3000 words)
Strand 2 – M level assignment – a critical analysis, evaluation and comparison of a focus area of inclusive education within two diverse schools/working contexts/learning environments (3000 words)
Strand 3 – M level assignment Either: Option A: an individual-child level case study analysis and evaluation in the format of either a written paper or a presentation (including slides and commentary) – multimedia presentations will be acceptable and encouraged – (3000 words) or Option B: Provide a critical analysis of a piece of project work undertaken in your school / consortium to support the assessment and/or provision of services for pupils with SEND (3000 words).
One Reflective Learning Log:
An evaluation of the impact of the whole course on the development of applied professional knowledge and leadership skills (1000 words)
Students will also take part in self-assessment exercises as part of their engagement with the course materials. They will also complete reflective learning activities. Students will be asked to record their experiences at various points during the course in ‘reflective learning logs’. Learning logs will be reviewed by tutors and they will offer their feedback on them, but they are primarily designed as a structured way for students to record their practical experiences and use these to develop their practice.
Delegates, should they wish to and where a word equivalence option is given, will be encouraged to produce a portfolio of evidence including the use multimedia approaches where suitable but will not be penalised for using text-based submissions.
Am I eligible?
The International Award in SEN Coordination is ideal if:
You completed an undergraduate degree.
You work as a current or an aspiring SENCO in an international setting defined as a school that promotes international education, whether in an international or UK environment, either by adopting a curriculum such as that of the International Baccalaureate or by following a national curriculum different from that of the school’s country of residence.
This course is available online and can, therefore, be completed anywhere in the world. Please click here for advice on payment options and other information relevant to those studying outside of the UK.
Choose a start date that suits you
Cohorts begin in January, May and September.
The next cohort begins on 15 January 2025. Book and enrol before 15 January 2025 to join our next cohort.
How long does it take to complete the course?
The duration of the International Award in SEN Coordination course is up to one year.
We do understand, however, that circumstances can arise that could prevent the course from being completed in this time period. If this is the case, an extension can be arranged in conjunction with the admin team and your tutor.
Alison Ford Alison Ford is Head of Inclusive Education & Therapy at the Overseas Family School, a non-selective international K-12 school in Singapore.
Read her course review as she describes how doing the iSENCO course helped her develop her leadership skills and expertise in strategic service development. Rimante Songailaite Working as a learning support coordinator in a British school in Malaysia, Rimante is interested in all aspects of SEN and additional needs.
Find out what she had to say about iSENCO: “I prefer learning to be practical and not just theory-based, so this worked well for me.”Lena Ramzi Lena is an Inclusion Teacher for years 6 and 7 at an International British School in Dubai. Her specialist area of interest within SEND is communication and language.
“The iSENCO qualification has allowed me to obtain a broader overview of how SEND is managed and supported in other international schools in Dubai.
“The iSENCO course gave me the chance to assess the procedures in my school through the lens of research-based evidence. As a result, I ended the course with many ideas on how to improve and develop SEND provision within my school. I really valued the practical aspects of the course.”
Celia Mascher
Module leader
Katie Hickin MEd Programme Lead
Katie is the strategic lead for our five MEd Programmes. She has worked within educational settings for a decade as a teacher, a SENCO and a member of the Senior Management Team. She has a Masters Degree in Educational Research Practice from the University of Cambridge.
During her time spent as a SENCO and Deputy Designated Safeguarding Lead, Katie put in place strategies to support pupils in the school with EAL and led a specialist unit for pupils with complex needs, including physical disabilities.
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