intellectual and developmental disabilities...developmental disabilities. what attracted you to...

INTELLECTUAL ANDDEVELOPMENTALDISABILITIES

The UK’s European university

Undergraduatestudy

Canterbury

2

ACADEMIC EXCELLENCE ANDINSPIRATIONAL TEACHING

Kent is ranked as one ofthe top 20 universities inthe UK in The GuardianUniversity Guide 2014.All of our academicschools produce world-class research and Kentis rated as internationallyexcellent, leading the wayin many fields of study.

The Tizard Centre, part of theSchool of Social Policy, Sociologyand Social Research (SSPSSR) is atthe forefront of research into autism,intellectual disability and communitycare. Kent is ranked 6th in the UKin The Complete University Guide2014 and 7th in The GuardianUniversity Guide 2014 for theoverall category of Social Work.

World-leading researchThe School is one of the largest ofits type in the UK and gained thehighest ranking in the most recentResearch Assessment Exercise.It is home to world experts in thesocial sciences, with a broad rangeof multi-disciplinary interests.

The Tizard Centre is recognisedas leading the field in issuesof deinstitutionalisation andcommunity living, quality of support,challenging behaviour, abuse andadult protection, and has had asignificant impact on nationalpolicies in these areas. Staff havespecialist research interests whichare constantly changing anddeveloping, and these areas ofresearch inform and illuminateour teaching.

Prize-winning centreThe University has recently beenawarded The Queen’s AnniversaryPrize for the work of the TizardCentre. The judges commended‘its outstanding contribution toimproving the lives of peoplewith disabilities and their familiesthrough its research, teaching andconsultancy work, both in the UKand in countries ranging fromAustralia to Romania’. The Queen’sAnniversary Prizes are awarded,within the honours system, forexceptional contributions by

institutions in the higher andfurther education sectors.

Inspirational teachingThe Tizard Centre is staffed byUK and internationally recognisedexperts who are passionate aboutprotecting and improving services.Our staff team is multidisciplinaryin nature but all members arevery experienced in the fields ofintellectual disability and communitycare. We work with professionals toensure that organisations providethe best possible service for theirusers, and that practice reflectscurrent research and development.

If you are already working toprovide community-basedservices to people with intellectualdisabilities, we give you theopportunity to access the latestresearch and to discuss challengingareas with other students who shareyour experiences. Tutorials give youthe opportunity to review your ownlearning and how well the course ismeeting your needs. You completeassignments in the workplace,

Intellectual and Developmental Disabilities

3

integration of assessment withthe development of practice.Throughout the programme, youmaintain a portfolio documentingyour learning experience and yourreflections on it. In the second halfof each year, you take greatercontrol of your own learning throughpeer and group supervision withcolleagues in your year group. Workfor each assignment is developed inthe next assignment with the benefitof feedback.

Professional recognitionThe Intellectual and DevelopmentalDisabilities degree meets therequirements of the Care QualityCommission guidance thatmanagers of services for peoplewith challenging behaviour shouldhold a specialist qualification.

A global outlookKent has a reputation as the UK’sEuropean university and hasinternational partnerships withmany prestigious institutionsoverseas. We have an internationalcommunity on campus with studentsfrom 149 nationalities.

A successful futureAs well as providing a first-rateacademic experience, we want youto be in a good position to face thedemands of a tough economicenvironment. During your study,you develop key transferableskills considered essential for asuccessful career. For moreinformation on the careers help weprovide at Kent, please go to p8 orvisit www.kent.ac.uk/employability

where you put your learning intopractice, and have the opportunityto get feedback from a team ofacademics who are experts in thefield. You tackle important practicalproblems against a background ofshared experience with otherstudents.

Supportive communityWe believe the range of our staff isone of our greatest assets, allowingus to give our students a fullerunderstanding of the issues theyneed to tackle. You are assigned anindividual tutor, and there is also atutor to support your year group andresolve any problems. You also havethe support of a local supervisorfrom your area of practice. In termsof making contact with the wideracademic community, the TizardCentre hosts regular seminarsand an annual lecture that youare welcome to attend.

Blended learningYou attend workshops on campusand between these, you engage inwork-based learning in your placeof employment. Our teachingincludes lectures, tutorials,individual and group exercises,some with video feedback.Exercises vary in length, somebeing guided practice simulationsover several hours. Some involvelocal services and people withintellectual disabilities.

Assessment is mainly based onreports and videos produced duringpractical work with individuals withintellectual and developmentaldisabilities. This allows the

www.kent.ac.uk/tizard

Professor Jack Tizard (1919-1979)Professor Jack Tizard was apioneer of community care inBritain. His work on alternativesto institutional care in the 50sand 60s underpinned thesubsequent development of‘ordinary life’ models for childrenand adults with intellectualdisabilities. The Centre’s workreflects Tizard’s contribution inits commitment to social justice,in the way it focuses on therelationship between policy,management and practice, andin bridging psychology, socialpolicy and other relateddisciplines to help improveservices.

The primary aims of the TizardCentre are:• to advance knowledge about

the relationship between theorganisation of communitycare services and theiroutcomes

• to help service agencies(both purchasers andproviders) develop theirown competence to provideand sustain a high quality,comprehensive communitycare service.

4 Intellectual and Developmental Disabilities

5

SUPERB STUDENT EXPERIENCE

The Tizard Centre issituated within the self-contained Canterburycampus of the Universityof Kent. Based on a sceniccampus, you study in adedicated teaching centreas well as having the useof the University’s first-class facilities.

First-class facilitiesThe University has excellentacademic and computing facilitiesincluding online access to many databases including PsycINFO,ASSIA, Web of Science and otherresources. The Computing Serviceprovides a range of courses andevery student has an email addressand access to the internet.

All teaching takes place at the TizardCentre which has its own dedicatedteaching and seminar rooms. TheCentre has its own television andvideo equipment and computer-based systems for the analysis ofvideo. Web-based course materialsare available for many modules,accessible on campus or fromhome.

Also on campus is the TemplemanLibrary which has a wealth ofresources to support study andresearch; it also has print andelectronic collections to underpinyour specific subject area. Thereare over 1000 PCs for student useon campus.

Sociable campusThe campus is built on 300 acresof parkland, overlooking Canterbury.Modern buildings are surroundedby open green spaces, courtyards,gardens and woodland. It is self-contained and all the main facilitiesare within walking distance. Theseinclude: sports centre, cinema,nightclub, restaurants, bars, medicalcentre, pharmacy, off-licence, shopand laundry facilities.

Many students comment onthe international and friendlyatmosphere at Kent. There are alarge number of overseas studentsat the University, which gives you theopportunity to make friends from allover the world.

Historic cityCanterbury city centre is only a 25-minute walk or a short bus-ridefrom campus. It is a beautiful citywith many stunning medievalbuildings, and also has lively bars,pubs, restaurants and cafés, aswell as a wide range of shops, fromsmall independent outlets to highstreet chains. The attractive coastaltown of Whitstable is close by andthere are sandy beaches furtherdown the coast. London is less thanan hour away by high-speed train.


DID YOU KNOW?Canterbury is consistentlyrated as one of the safestuniversity cities in Englandand Wales in The CompleteUniversity Guide.

6 Intellectual and Developmental Disabilities

7www.kent.ac.uk/tizard

and I discovered that, for him, thefunction was to escape from peoplemaking demands on him. So I putin an intervention. I sat on thecomputer with him, doing thingshe enjoyed. We gradually moved onto talking about subjects that he wasinterested in, building up a rapport.Eventually he was asking for drinks,ordering food – making smallsteps forward. By the end, hiscommunication had increasedby 60% – not long sentences butgeneral social conversation. Hedid really well and you can’t askfor more than that.

How has the degree affectedyour working practices?I’m more confident. I can go intoresidential homes, into schools, intohomes and be comfortable aboutworking with people. Before takingthe course, I felt like I was skirtingaround the edges, whereas now Ican explain things. I’m sure of whatI’m saying – I can back it up withevidence. It’s scientific, what we do.We have to use the research to backup our methods.

Do you think a degree will affectyour career? Qualified ABA staff are neededwithin the NHS, so it’s a goodqualification to have in my currentline of work. But, ideally, I’d like totake my knowledge into schoolsand work with students who havelearning disabilities.

Angie Wall is in thefinal year of her degreein Intellectual andDevelopmentalDisabilities.

What attracted you to studyingat Kent’s Tizard Centre?Tizard has a good reputation. Myrole is within the NHS, working withadults with a learning disability.I work as part of a big team inEssex and all my colleagues havestudied here; it’s part of our training.

How are your studies going?It’s very full on, but totally worth it.I have a five-year-old child and a full-time job so I’m always juggling –I definitely have to plan ahead.Luckily my employers are verysupportive and my case studiesare based on the work that I do,so that really helps.

How would you rate theteaching at Tizard? There’s so much to learn and Tizardhas made me aware of that. Thetutors are accredited and winningawards; you can tell they really knowwhat they’re talking about. There’sso much information that you’reasked to absorb and sometimesyou think it’s not sinking in. Butthen, when you go back to work,you realise that you’re using thatknowledge all the time. This degreeis taking me where I want to go.

What about your fellowstudents? We’re a mixed group: some studentsare working with children, otherswith adults; some are supportworkers, some are managers – weall seem to learn from each other.We joined a forum in the first yearto discuss our progress and sharethings we were struggling with.

Which parts of your coursehave you most enjoyed?I really liked my second year: itstarted to bring everything togetherand made me aware of the tools weuse to look at behaviours, analysethem and develop certain functions.The third year, learning ABA(Applied Behaviour Analysis) isnot easy. You are looking at operantconditioning, classical conditioning,reinforcement, placebo effect…there’s so much to read and somuch evidence out there. It’s veryintensive. But we’re looking atchanging people’s lives, makingthem better, and that’s bothdemanding and rewarding.

Could you describe one of yourmost rewarding experiences?In the second year, for my portfolio,I was working with a client whowasn’t engaging with people; he’dsit in front of the computer all day,didn’t want any interaction at all,so some of the workers werereluctant to speak to him. I had todo an assessment, find a function –

STUDENT PROFILE

8

A SUCCESSFUL FUTURE

Whether you are studyingfor a Certificate, Diplomaor BSc (Hons) degree,taking a programme atTizard can open up arange of careeropportunities.

While most of our students havecome from adult services, we havean increasing number of studentsworking in social or educationalprovision for children.

After completing a programme, ourstudents often take on more seniorroles within their field, which meansthey are able to apply their skills toprovide high-quality support. Somestudents move into managementroles, which gives them theopportunity to disseminate theirskills to other staff; others choose tospecialise in particular areas, suchas providing support to people withchallenging behaviour, so that theirbehaviour does not prevent theirparticipation in day-to-day living.

Students who complete the BSc(Hons) degree are in an excellentposition to go on to become BoardCertified Assistant BehaviourAnalysts, a certification of increasingvalue in services for both childrenand adults.

The degree can also lead on toother postgraduate and professionaltraining. A number of our graduateshave gone on to take Master’sdegrees and move into high-levelpractitioner or management roles.

Gain transferable skills As part of your learning experienceat Kent, we help you to acquirekey transferable skills in areas suchas communication and presentation,IT, gathering information, projectplanning and team-working. Gettingto grips with challenging ideas,writing well, gaining confidence inexpressing your ideas coherentlyand with sensitivity are all importantskills that you gain during yourdegree and will stand you in goodstead for any future employment.

Continuing supportYour involvement with the TizardCentre does not necessarily endupon graduation. The TizardPractitioners’ Network is a groupfor graduates from the Centre,meeting four times a year, usuallyon the same day as the TizardResearch Seminars. Thesemeetings give you the opportunity tohear about new ideas and research,talk about service issues, make

contacts and think about servicedevelopments and how to putresearch into practice.

Although initially the Networkcovered people working in thesouth-east of England, themembership is now extended to allgraduates of the Tizard Centre. It isrecognised that people from furtherafield may not be able to travel tomeetings but may wish to join theonline discussions and be listedin our directory of practitioners.

Careers adviceKent’s Careers and EmployabilityService can give you advice on howto choose your future career, applyfor jobs, write a good CV andperform well in interviews andaptitude tests. It also provides up-to-date information on graduateopportunities before and after yougraduate. For more information onwhat the Service offers go to:www.kent.ac.uk/employability



an individual to communicate andthat I need to find out what thatperson is trying to tell me.

In what ways did your studiesaffect your working life? The degree definitely had a bigimpact. The assignments includecase studies within your workplace,so you have to find the time to workwith the children and staff who areinvolved. This gives you the chanceto put into practice what you havelearnt in the classroom; it allowsyou to fully understand the areasthat you are covering on the course.Within my workplace, my traininghas been acknowledged and I amworking with children who willbenefit from it.

What effect has it had on yourcareer plans? This course has changed my careerplans: originally I wanted to do thedegree and then teacher trainingto become a teacher in a specialneeds school. But during mystudies I became so interested inunderstanding behaviours that I amplanning to continue my studies inthis area.

Any advice for prospectivestudents? I would recommend this degreeto anyone who has an interest inimproving individual lives. Manageyour time well and don’t leaveassignments to the last minute.Always ask questions; tutors arehappy to explain in further detail.And support your peers – often theyare the people you call upon whenyou’re unsure about something.

Paula Russell graduatedin 2013 with a BSc (Hons)in Intellectual andDevelopmentalDisabilities.

What attracted you to thisparticular programme? It was the opportunity to understandthe children I worked with. Myworkplace encouraged me totake the course to provide me withstrategies to reduce challengingbehaviour and methods toencourage the children tolearn new skills.

How did you find your studies? The course was intense and attimes hard, but very interestingand valuable for those who workwith children or adults with learningdisabilities and challengingbehaviour. It’s hard to single outareas of the course that were themost inspiring or interesting,because each year you learn adifferent subject and each one gaveme the knowledge and confidenceto provide better support, not only tothe children but also to the staff thatI work with.

What about the teaching?You are supported by veryexperienced and knowledgeablestaff; the lessons were presentedin various ways, keeping all thelearning interactive, especially withthe harder subjects. The workshopsallow you to work as well as attenduniversity; my workplace was moreaccepting of me attending blockweeks than one day a week. You

are given plenty of time to completeassignments, but the ones withinyour workplace can be quite time-consuming. We also hadthe opportunity to listen to guestspeakers who came in to presenttalks on certain subjects.

How would you describe yourfellow students?There are a variety of people on thecourse, working in different roles.Working in a school, I was unawareof the adult residential side ofthings so it gave me the opportunityto understand what many of mychildren may experience once theyleave school. It’s also great to beable to pass on your knowledgeof working within a school to thosewho have never experienced that.You meet many people – somelike me who started out with a littleexperience to those who have a lotmore – and you’re supporting eachother during the course. Many ofthe students have grown into goodfriends who, even now, I know I cancall on for support.

Do you think your coursechanged you? Yes, I am a different person, notonly in my work life but also in mypersonal life. I never assume thatsomeone cannot do somethingbecause of their learning disability;I look at how I can teach them to doit. Challenging behaviour does notcause me concern now – I have theskills to draw on my own knowledgeand to assist the individual tomanage their behaviour. Oneimportant thing I learnt was thatchallenging behaviour is a way for

GRADUATE PROFILE

10

CHOOSING YOUR PROGRAMME

Not sure which Tizardprogramme to choose?Here’s a guide to what’savailable.

We offer a range of undergraduateprogrammes to suit differentrequirements – they may be takenover different periods of times, inorder to build up your qualificationsand experience. You can progressfrom one programme to another,as long as you meet our admissionrequirements.

Certificate in Person-CentredSupport This programme consists of Stage1 of the BSc (Hons) degree inIntellectual and DevelopmentalDisabilities. It is of particularinterest to staff leading smallgroups of support workers inresidential environments, instructorsin day or employment services,nurses or other professional staff,teachers, and family carers. See p11for details of the modules you study.

Diploma in Positive BehaviourSupport Consisting of Stage 2 of the BSc(Hons) degree in Intellectual andDevelopmental Disabilities, thisprogramme follows on from theCertificate programme and furtherassists those involved in supportroles. See p12 for details of themodules you study.

FdSc Intellectual andDevelopmental DisabilitiesThis two-year foundation degreeconsists of Stages 1 and 2 of the

BSc (Hons) degree in Intellectualand Developmental Disabilities. Itincreases your understanding ofthe needs of people with intellectualand developmental disabilitiesacross statutory, private andvoluntary agencies in the caresector. The programme puts theemphasis on practice, expectingyou to be already working withpeople who have intellectual anddevelopmental disabilities. Themodules making up the FdScare described on p11-p12.

BSc (Hons) in Intellectual andDevelopmental Disabilities Designed for those providingcommunity-based services, thisthree-year BSc (Hons) degreeprogramme consists of Stages 1,2 and 3. It gives you the chanceto integrate studies with yourown working experience. Partlycoursework, partly practical, itallows you to tackle issues againsta backdrop of shared experiencewith other students. You bring yourown expertise to the programme,which in turn influences the teaching

methods used. The modules makingup the BSc (Hons) degree aredetailed on p11-p13.

Graduate Certificate/Diplomain Applied Behaviour Analysis This programme is suitable for thoseworking in early intervention ABAprogrammes, teachers and learningsupport staff in ABA-basededucational environments, nursesand other professional staff, holdersof an existing Tizard Centre diploma,and family carers. The Diplomaincludes all the modules from Stage3 of the degree, the Certificateincludes all of the modules exceptWork-Based Learning. See p13 formore details.

Graduates who wish to gain ABAaccreditation may be interested inour postgraduate programmes.See www.kent.ac.uk/pg for details.

Autism StudiesThe Tizard Centre also offersprogrammes in Autism Studies.For details, see www.kent.ac.uk/ug


11

All students take four 15-creditmodules and one practical work-based 60-credit module:• Academic Development• Person-Centred Values and

Support• Promoting Choice, Well-Being

and Communication• Supporting Participation and

Independence• Work-Based Learning in Person-

Centred Support (60 credits).

Modules: Stage 1 Academic DevelopmentProviding you with an introductionto the academic skills that youneed to ensure success for the restof the course, this module includesan induction into the library andcomputing systems, as well ascovering topics such as criticalthinking, essay writing, referencingand group work. Issues relating tovalues and consent to treatmentare also examined.

Person-Centred Values andSupportYou explore ethical and legalissues and the role of values inthe development of intellectualdisability services. You also lookat the development of approachesto individual planning and needsassessment, particularly the roleof person-centred planning. Themodule includes working withan individual to support thedevelopment of a person-centredplan.

Promoting Choice, Well-Beingand CommunicationPhysical, sensory and healthproblems are commonlyexperienced by people withintellectual and developmentaldisabilities, and here you discussthese, together with the roles ofhealth action planning and healthfacilitation. You also explore variouscommunication issues that helpyou to gain an understanding ofthe interventions that targetcommunication skills.

Supporting Participation andIndependenceThis module looks at the rationalefor supporting participation incommunity contexts by childrenand adults with intellectual ordevelopmental disabilities. You usesystems and structures at differentlevels within organisations tofacilitate and maintain successfulparticipation, and to help peopledevelop new skills through theuse of precision teaching.

Work-Based Learning inPerson-Centred SupportIn this module, you consolidate theknowledge and skills developedthrough previous modules, andapply that learning in yourworkplace or a comparableenvironment.

Stage 1 helps you toprepare for a localleadership role in families,schools, workplaces,homes and communities.

Stage 1 provides an excellentgrounding in values that underpinquality provision in learning disabilityservices. It is taken at the start of anFdSc or BSc (Hons) degree, or canbe taken on its own as a Certificatein Person-Centred Support.

At Stage 1, you critically reflect onthe development of person-centredapproaches and recognise howthese have led to the developmentof current policy documents andservice frameworks. An emphasisis placed on gaining an activeunderstanding of how these guidingprinciples relate to your work settingand considering how they can bemost meaningfully applied.

Throughout the course, youare supported to assess, plan,implement and evaluate provisionregarding a range of individualneeds. You are given the tools tosupport service users in a trulyperson-centred way, fromcommunication, engagementand skill-use to recognisinghopes, dreams and aspirations.

To complete Stage 1 successfullyyou must pass all modules, but noStage 1 marks are carried forwardto your final degree result.


STUDYING AT STAGE 1

12

STUDYING AT STAGE 2

Stage 2 encourages acritical understandingof the factors underlyingchallenging behaviour.

It represents the second year of aBSc (Hons) degree, or the last yearof the FdSc programme. Stage 2can also be taken on its own(subject to our entry requirements)to gain a Diploma in PositiveBehaviour Support. (See p10).

Stage 2 modules develop yourskills in conducting function-basedassessments of challengingbehaviour and in developinginterventions. You also developthe skills needed to take on a localleadership role in implementing andevaluating behaviour support plans.

All students take four 15-creditmodules and one practical work-based 60-credit module:• Assessing and Understanding

Challenging Behaviour• Designing Behaviour Support

Plans• Implementing and Evaluating

Behaviour Support Plans• Introduction to Positive Behaviour

Support• Work-Based Learning in Positive

Behaviour Support (60 credits).

Marks are carried forward to yourfinal degree result. To completeStage 2 successfully, you mustpass all modules.

Modules: Stage 2Assessing and UnderstandingChallenging BehaviourYou are introduced to functionalassessment strategies. Thisincludes the study of personal,social, family, medical and treatmenthistory and the analysis of social,cognitive, biological, emotional andpsychiatric factors that contribute tochallenging behaviour.

Designing Behaviour Support PlansThis module deals with the processof designing behaviour supportplans – you identify and designbehaviour support strategies, whichdevelop new and adaptive skillsincluding the development offunctional communication skills.

Implementing and EvaluatingBehaviour Support PlansYou explore the barriers toimplementation and learn how toevaluate behaviour support plans.

The module also examines methodsof data collection, with particularreference to direct observation,and how to present and interpretsuch data.

Introduction to PositiveBehaviour SupportLooking at both the causes ofchallenging behaviour and thekey elements of Positive BehaviourSupport, you examine models ofassessment and intervention thatenable you to support behaviourchange.

Work-Based Learning inPositive Behaviour SupportWithin this module you have theopportunity to implement anddemonstrate the knowledge youhave gained in your workplaceor in a comparable environment.Supervision and mentoring tosupport your progress is providedby your University tutor and yourlocal supervisor.


13

Modules: Stage 3 Concepts of Applied BehaviourAnalysisWithin this module, you becomefamiliar with the principles of theexperimental analysis of behaviourand ABA, to enable you to describethe principles of operant andrespondent behaviour. You evaluatethe strengths and limitations of ABAas an approach to understandinghuman behaviour and specificallythe behaviour of children or adultswith intellectual or developmentaldisabilities.

Developing and ImplementingInterventionsExploring approaches to changingand developing new behaviour andthe barriers to such implementation,this module puts an emphasis onhow to promote more independentand competent behaviour and howto bring about and sustain changein challenging behaviour.

Observation and Analysis ofBehaviourYou learn practical approachesto checking and calculating thereliability of observational data,and how to undertake descriptiveassessment and experimentalanalysis including internal andexternal validity.

Values, Ethics and Professional PracticeProfessional practice requires anunderstanding of a number ofethical and legal issues. In thismodule, you look at approachesto individual planning and needsassessment, particularly the roleof person-centred planning andadopting person-centred, values-based approaches to children andadults with complex needs.

Work-Based Learning inApplied Behaviour AnalysisThis module enables you to applyyour learning in the workplace ora comparable environment. Theobjectives of this module areprimarily about the implementationand demonstration of professionallyrelevant knowledge. Supervisionand mentoring to support yourprogress is provided by yourUniversity tutor and your localsupervisor.

At Stage 3, you tackleimportant issues againsta background of sharedexperience and developa values-based practiceof applied behaviouranalysis (ABA).

Stage 3 completes the BSc (Hons)degree programme. If takenseparately, the four 15-creditmodules make up a GraduateCertificate in Applied BehaviourAnalysis, or taking the entire yearcan lead to a Graduate Diplomain Applied Behaviour Analysis(see p10.) To complete Stage 3successfully you must pass allyour modules.

Within the Stage 3 modules, youdevelop a critical understandingof ABA concepts and learn skillsto conduct individually-basedassessments and develop andimplement interventions. Stage 3consists of four 15-credit modulesand one practical 60-credit module:• Concepts of Applied Behaviour

Analysis• Developing and Implementing

Interventions• Observation and Analysis of

Behaviour• Values, Ethics and Professional

Practice• Work-Based Learning in Applied

Behaviour Analysis (60 credits).


STUDYING AT STAGE 3

DID YOU KNOW?In the National StudentSurvey 2013, Kent wasin the top ten for studentsatisfaction.

14

VISIT THE UNIVERSITY

Come along for an OpenDay or a Taster Day andsee what it is like to be astudent at Kent.

Open DaysKent runs Open Days during thesummer and autumn. These providean excellent opportunity for you todiscover what it is like to live andstudy at the University. You canmeet academic staff and currentstudents, find out about ourprogrammes and attend subjectdisplays, workshops and informallectures. We also offer tours aroundthe campus to view our sportsfacilities, the library, and Universityaccommodation.

For further information and detailsof how to book your place, seewww.kent.ac.uk/opendays

Taster daysOur taster days give you the chanceto find out what it is like studying atthe Tizard Centre. The sessionsoffer free training and run from9.30am-1pm at the Canterburycampus. After the teaching session,there is the opportunity to speak tomembers of the Tizard team andhave a look around the campusfacilities. For more information,see www.kent.ac.uk/tizard/courses/short

Informal visitsYou are also welcome to makean informal visit at any time.The University runs tours of theCanterbury campus throughoutthe year for anyone who is unableto attend an Open Day. It may alsobe possible to arrange meetingswith academic staff, although wecannot guarantee this. For detailsand to book your place, seewww.kent.ac.uk/informal

Alternatively, we can provide youwith a self-guided tour leaflet, whichincludes the main points of interest.For more details and to downloada self-guided tour, go towww.kent.ac.uk/informal



LocationCanterbury

AwardBSc (Hons), FdSc

Degree programme

Single honours • Intellectual and Developmental

Disabilities (L512)

Foundation degree• Intellectual and Developmental

Disabilities (L513)

Offer levelsCCD at A level, IB Diploma 34points (13 at Higher), BTECExtended Diploma, Merit, Merit,Merit. Mature students who donot hold appropriate qualificationscan apply, but you need todemonstrate that you have theskills/experience to study atdegree level.

All students must be inemployment or otherwise haveaccess to work with childrenor adults with intellectual anddevelopmental disabilities.

It is possible to start your studiesat Stage 2 or Stage 3, dependingupon your prior educationalattainment and practitionerexperience (see p10).Accreditation of Prior Learningand Prior Experiential Learningmay be possible. Students maytransfer between programmesand between levels, subjectto meeting our admission andprogression requirements.

The Centre is committed towidening participation, and hasa long and successful traditionof admitting mature students.We consider applications fromstudents with non-standardqualifications individually.

Required subjectsNone.

Q-Step CentreYou have the opportunity to benefitfrom Kent’s Q-Step Centre, whichprovides advanced training inquantitative methods in thesocial sciences.

Funding opportunitiesEmployers who send seven ormore applicants will receive onefree place for every six paid. Many students from the UK areeligible for the student loan andother forms of funding areavailable. For scholarshipsand bursaries at Kent, seewww.kent.ac.uk/ugfunding

Offer levels and entryrequirements are subjectto change. For the latestinformation, see:www.kent.ac.uk/ug

Terms and conditions: the Universityreserves the right to make variations to thecontent and delivery of courses and otherservices, or to discontinue courses andother services, if such action is reasonablyconsidered to be necessary. If theUniversity discontinues any course, it willendeavour to provide a suitable alternative.To register for a programme of study, allstudents must agree to abide by theUniversity Regulations (available online at:www.kent.ac.uk/regulations).

Data protection: for administrative,academic and health and safety reasons,the University needs to process informationabout its students. Full registration as astudent of the University is subject to yourconsent to process such information.

Departmental enquiriesFor further information on any ofthe programmes offered by theTizard Centre, please contact:The Tizard Centre, University of Kent, Canterbury, Kent CT2 7LZ.T: (0)1227 827373 E: [email protected] www.kent.ac.uk/tizard

More informationIf you have any further queries onhow to choose your degree, ouradmissions procedures, how toprepare for your studies or wouldlike information about the Universityof Kent’s facilities and services,please contact us.

T: +44 (0)1227 827272 Freephone (UK only): 0800 975 3777 www.kent.ac.uk

DP

C 1

1648

805

/14

PU

B46

7

COME ANDVISIT US

University of Kent, The Registry, Canterbury, Kent CT2 7NZ T: +44 (0)1227 764000 www.kent.ac.uk

We hold Open Days at our Canterburyand Medway campuses.

For more information, see:www.kent.ac.uk/opendays

intellectual and developmental disabilities...developmental disabilities. what attracted you to...

Documents