University of Nottingham Malaysia

Education: Special and Inclusive Education PGCert


Fact file

Qualification: PG Cert
Fees: Malaysian – RM16,300 per course, Non-Malaysian – RM19,500 per course
Mode: 1-2 years full-time, 2-4 years part-time
Intake: September
Campus: Malaysia

Course overview

This programme is designed for teachers or other professionals who have an interest in increasing their knowledge and skills in the field of special needs.

To complete the Postgraduate Certificate in Special and Inclusive Education, you will need to successfully complete two modules and associated assignments, to the value of 60 credits. 

Advantages of studying PGCert Special and Inclusive Education at Nottingham

The internationally respected PGCert Special and Inclusive Education qualification supports career progression through:

  • evaluating effective approaches to supporting disabled children and young people including those with moderate to severe and complex learning difficulties and/or personal, social, emotional and behaviour difficulties 
  • exploring values and beliefs, policy, legislation, multi-agency working and involvement of families and disabled children and young people 
  • building confidence in your professional practice skills 
  • promoting personal development through reflection and critical analysis of your own beliefs and practices 

Students who have successfully completed the PGCert Special and Inclusive Education can opt to progress to the PG Diploma Special and Inclusive Education. 

Important Announcement: Starting 2021, the programme structure for all School of Education postgraduate taught programmes (Postgraduate Certificate, Postgraduate Diploma and MA) has been changed to TWO online delivery and TWO face-to-face delivery.  

Course structure 

To complete the Postgraduate Certificate in Special and Inclusive Education, you will need to successfully complete one core module and one optional module.  


Modules are assessed via a 6,000 word assignment. 

Entry requirements

Entry requirements

A relevant second class honours degree (or international equivalent). Relevant experience may be required for some of the programmes.

Non-UK qualifications will be assessed against this standard.

Malaysians applying as a matured student without the standard entry requirements but with substantial and relevant work experience (and have successfully passed APEL’s assessment through Malaysian Qualifications Agency) may be considered for an entry at the Postgraduate Certificate Level. Admission is at the discretion of the School.

Applicants must have graduated from an approved university. Other equivalent qualifications will be considered on a case-by-case basis.

Entry requirements in the prospectus and website may not always apply and individual offers may vary.

English language requirements

IELTS (Academic): 6.5 (with no less than 6.0 in each element)

TOEFL (iBT): 87 (minimum 20 in Speaking and 19 in all other elements)

PTE (Academic): 71 (with no less than 65 in each element)

MUET: Band 4

IELTS, TOEFL and PTE (Academic) test results must be less than two years old and all IELTS must be the academic version of the test. MUET results are valid for five years from the date of the release of results.


Core modules

Students are required to choose one out of the two core modules that we offer in each academic year.  

Debating Special and Inclusive Education
This module focuses on critical issues in special education and inclusive education across the globe, and application of theories, policies, societal issues, and education and inclusive systems on educational provision for individuals who are marginalised, including those with special needs.

Key topics include:

  • Critiquing definitions of special and inclusive education. 
  • Exploring the sociological, political and theoretical perspectives of inclusion. 
  • Understanding inclusive pedagogies and systems. 
Practise Based Inquiry

The content will involve you in active critical consideration of participating in and leadership of practitioner inquiry in relation to professional context mapping and workplace learning.

These processes will be achieved through:  

  • conceptualising different kinds of practitioner inquiry relevant to work-based understanding and development (purposes, processes, contexts, dilemmas, outcomes). 
  • examining a range of approaches to educational inquiry, with an emphasis on action research. 
  • developing an inquiry into your professional context. 

Elective modules

Students are required to choose one out of the three elective modules that we offer in each academic year. 

Communication and Literacy
This module focuses on the importance of communication and its close links to the development of literacy. This module explores the development of both communication and literacy skills, issues that arise in individuals with communication and literacy difficulties and educational support for communication and literacy development.

Key topics include:

  • Critiquing theories of communication and literacy development. 
  • Understanding the impact of communication and literacy difficulties including among individuals with learning disability, autism, Down syndrome and dyslexia.
  • Evaluating communication and literacy assessments and interventions.  
Education for Students on the Autism Spectrum (Online)
This module focuses on key issues related to the education of students on the autism spectrum, from critical understanding the complexity of autism to challenging existing educational support and intervention for individuals with autism.

Key topics include: 

  • Understanding the spectrum, neurodiversity and gender differences.
  • Critiquing societal perspectives on diagnosis, sensory sentivitives, and social and emotional challenges related to autism.
  • Approaches to planning, designing and supporting individuals on the autism spectrum in education. 
Responding Mindfully to Challenging Behavior 
This module focuses on developing a critical understanding of theories on behaviour and relationship management, and reflecting on how these theories influence practical issues concerning the management of individuals with special needs.

Key topics include:

  • Developing an awareness in reflexivity as a key resource and skill in facilitating other individuals and groups.
  • Relating theories and practices related to managing relationships and behaviour in educational contexts. 
  • Understanding of whole school issues relating to responding mindfully to challenging behaviours and meeting the needs of individuals with social, emotional and behavioural difficulties. 
Students who successfully complete the Postgraduate Certificate in Special and Inclusive Education may request for an upgrade to the Postgraduate Diploma in Special and Inclusive Education by completing one more core module and one more elective module.  

Meet the tutor 

Please note that we offer only one or two modules at each teaching time point. To maximise your study period, we highly encourage that you align your programme start date with the first module of your choice. Please email the programme coordinator if you need help with module selection. 

Programme coordinator:
 Dr Sharimila Ambrose.

You can view the 2022/2023 course timetable and note this is subject to change. 


Find out about scholarships, financial assistance and specific research funding available to all malaysian and international students.


School of Education
The University of Nottingham Malaysia Campus
Jalan Broga,
43500 Semenyih,
Selangor Darul Ehsan,
t:   +6 (03) 8924 8000  
f:   +6 (03) 8924 8005 
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University of Nottingham Malaysia

Jalan Broga, 43500 Semenyih
Selangor Darul Ehsan

DULN001(B) (473520-K)

telephone: +6 03 8924 8000
fax: +6 03 8924 8005

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