University home > Unit and programme catalogues in 2021/22 > Programme catalogue > Faculty of Social Sciences and Law > School for Policy Studies > Disability Studies: Inclusive theory and research (PG Dip) > Specification
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Programme code | 9ACHS009T |
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Programme type | Postgraduate Diploma |
Programme director(s) |
Sandra Dowling
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Faculty | Faculty of Social Sciences and Law |
School/department | School for Policy Studies |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Mode of study | Full Time |
Programme length | 1 years (full time) |
This programme is closely connected with the research carried out at Norah Fry Research Centre in the School for Policy Studies, and aims to equip students with the skills, knowledge and ability to plan, manage and carry out rigorous academic research relevant to Disability Studies and to disabled people themselves. This involves the development of technical skills and competencies associated with social research and awareness of the role of research in the development and implementation of policy and practice so that its potential impact can be maximised. Students will also gain a particular awareness and skill set associated with emancipatory and participatory models of research, where disabled people themselves take active roles in the research process. By selecting optional units within Disability Studies, students will also a) apply the social model of disability within research; b) explore how research can impact on disability related policy and practice;
This programme will support the development of effective and reflective researchers in the field of inclusive practice with disabled people, where social inclusion is an issue of central importance. It is also intended as a foundation for doctoral study, particularly for those wishing to pursue a PhD in Disability Studies. The programme has particular significance within the current political climate which expects service user consultation, participation and involvement at all levels of service delivery, as well as at the level of individual support planning. Policy and practice in the UK and internationally support the social inclusion of disabled people in work, education, health and all other aspects of society. In particular, a new paradigm of research has developed within social science, in which disabled people (or ‘end users’ of services) are key players: in a true emancipatory research paradigm, disabled people both own and carry out their own research.
Participation in research raises profound questions about representation, competence and voice for some disabled people, especially those with learning disabilities. It also raises the practical question of how to provide empowering support. The programme will consider all these issues, and relate them to the debates in the literature about social research, participation and inclusion.
The first three mandatory units, taken in common with students on the MSc Policy Research, and the MSc Social Work Research, will enable all students to gain a basic grounding in design of research, as well as both qualitative and quantitative methods. This will include an orientation and application of research within the Disability Studies area, firmly grounded in the development of generic social research skills. The fourth mandatory unit on this programme is the specialist unit ‘Inclusive Research’, which builds on the knowledge and skills in the other three research methods units, to apply these within an inclusive context in Disability Studies.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level M/7 - Postgraduate Certificate |
Students who have successfully completed the post-graduate certificate will be able to demonstrate their knowledge and skills in social research, by being able to critically evaluate existing research evidence, by selecting research methodologies appropriate to their research questions, and by understanding the basic philosophical underpinnings of social research. In particular, they will show an understanding of how social research methods can be made relevant to ‘end users’ of research, and how research can be made practical and accessible for disabled people. |
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Level M/7 - Postgraduate Diploma |
Students who have successfully completed the post-graduate diploma will be able to critically reflect on the social model of disability in relation to research, and will be able to apply social theories to the lives of people with learning disabilities and young disabled people. They will be able to explain and appreciate the turn towards disabled people having active agency in their own lives, in policy making and in research. They will understand and apply ideas in ‘new paradigm’ research, where disabled people take active roles as researchers. |
Level M/7 - Postgraduate Masters |
Students who successfully complete their dissertation for the MSc will be able to demonstrate an ability to carry out Disability Studies research and/or literature review, in order to analyse and synthesise relevant information about the inclusion of disabled people in society, in policy making and/or within research They will demonstrate their ability to study relatively independently, and to contribute original thinking to the field of inclusion for disabled people. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the postgraduate prospectus at http://www.bristol.ac.uk/prospectus/postgraduate/ or contact the relevant academic department.
This programme will attract students from a variety of sources, including undergraduate programmes in Social Policy, Social Welfare and Social Care, Psychology and Education. It is a route into further research skills, including research degrees, but it is also aimed at a professional audience (service providers, policy-makers) and carers and disabled people who wish to consider their own practice in greater depth. The programme will enable students to become reflective researchers in inclusive contexts.
This programme will not be running in 2021/22.
The programme can also be studied on a part-time basis over 2-5 years.
Unit Name | Unit Code | Credit Points | Status | |
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Introduction to Quantitative Research Methods in the Social Sciences (SPS) | SPOLM0015 | 20 | Mandatory | TB-1 |
Philosophy and Research Design in the Social Sciences (SPS) | SPOLM0013 | 20 | Mandatory | TB-1 |
Introduction to Qualitative Research Methods in the Social Sciences (SPS) | SPOLM0014 | 20 | Mandatory | TB-1 |
Inclusive Research with Disabled People | ACHSM0001 | 20 | Mandatory | TB-2 |
Students must take 2 optional units in all (40 credits), at least 20 credits of which (1 unit) will be from the following list: | ||||
Disabled Childhoods | SPOLM0050 | 20 | Optional | TB-2 |
Students may take up to 20 credit points (i.e. one unit) from the following list: | ||||
Further Quantitative Methods | SPOLM0016 | 20 | Optional | TB-2 |
Further Qualitative Methods | SPOLM0017 | 20 | Optional | TB-2 |
Independent Study | SPOLM0012 | 20 | Optional | AYEAR |
The International Analysis of Poverty and Social Exclusion | SPOLM1068 | 20 | Optional | TB-2 |
Postgraduate Diploma in Disability Studies: Inclusive theory and research | 120 |
The pass mark set by the University for any level 7(M) unit is 50 out of 100.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to exit from the programme with a postgraduate diploma or certificate.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
An award with Merit or Distinction is permitted for postgraduate taught masters, diplomas and certificates, where these are specifically named entry-level qualifications. An award with Merit or Distinction is not permitted for exit awards where students are required to exit the programme on academic grounds but is permitted in designated programmes (as set out in the programme specification) where students choose to withdraw from the intended programme but otherwise achieve the necessary credit points for the exit award.
The classification of the award in relation to the final programme mark is as follows:
Award with Distinction*: at least 65 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation. **Faculties retain discretion to increase these thresholds.
Award with Merit*: at least 60 out of 100 for the taught component overall and, for masters awards, at least 60 out of 100 for the dissertation. Faculties retain discretion to increase these thresholds.
* The MA in Law has separate regulations for awarding distinction and merit.
** For the award of Distinction, the Faculty of Engineering requires at least 70 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to choose, or be required, to leave at the postgraduate diploma or certificate stage.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
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