A good honours degree, typically in psychology or other relevant social sciences, or comparable professional qualifications and experience. Analysis and Intervention in Intellectual and Developmental Disabilities students also need some practical experience in services for people with intellectual and developmental disabilities.
All applicants are considered on an individual basis and additional qualifications, professional qualifications and relevant experience may also be taken into account when considering applications.
Please see our International Student website for entry requirements by country and other relevant information. Please note that international fee-paying students cannot undertake a part-time programme due to visa restrictions.
For detailed information see our English language requirements web pages.
Please note that if you are required to meet an English language condition, we offer a number of pre-sessional courses in English for Academic Purposes through Kent International Pathways.
Duration: One year full-time, two years part-time
The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.
The aim of this module is to teach students about research methodology and the knowledge needed to access and interpret the research literature. For those who take the statistical analysis element, the aim is also to teach appropriate statistical techniques for the analysis of quantitative data. The emphasis will be on methods of data collection and analysis which will be useful in practice settings, so that advanced multivariate techniques will not be taught.
All academic modules are taught using a combination of web-based resources, reading, the introductory workshop and a one-week workshop in the Spring. For each module, there will be web-based materials including video-recorded lectures, web-based discussions/seminars, and quizzes/group exercises. Students are also expected to conduct their own literature searches and follow-up the core reading and the reference lists for each topic covered
The aim of this module is to teach the basic facts about the nature and origins of intellectual and developmental disabilities, including definitions of learning disability, epidemiology, biological, social and environmental causes of learning disability. In addition, characteristics of people with intellectual and developmental disabilities will be considered (including cognitive and social characteristics) along with issues such as autism, ageing, transition, early intervention, physical & mental health, parenting, sexuality and people with intellectual and developmental disability in the criminal justice system.
The aim of this module is to give students an understanding of organisational issues involved in learning disability services, including institutionalisation and deinstitutionalisation, theories of normalisation and criticisms of these theories, methods of analysing quality of life and care and ways of producing change in services. This module is taught as a web-based guided study module with seminars at several points in the first term. For AIIDD students, this module is closely linked to the service placement and discussion and application of web-based units will occur during placement supervision.
The aim of the placements is to give students practical skills in analysis and intervention in intellectual and developmental disabilities, under skilled supervision
All students in Analysis and Intervention in Intellectual Disabilities will be required to work in two different placements during their programme. The first placement will be based at the Tizard Centre supervised by Dr Julie Beadle-Brown. This placement will involve the assessment of a local service-providing organisation and the development and monitoring of an action plan with the service. Placement sessions occur mostly in week long blocks spread throughout the year from October to March, with part-time students conducting less of the assessment but continuing to monitor progress in the service until the beginning of July. Some of the sessions occur at the Tizard Centre and involve preparation for the work in the placements.
The second placement will happen during Term 3 and the summer (2-3 days per week for a total of 44 days). Part-time students do this placement in the second year of the course. These placements will be based in a community learning disability team, specialist or advisory service or a residential and day service, supervised by a clinical psychologist, or similarly trained practitioner. Students can expect to do some placement preparation or writing up work in their study time, although this should not be extensive. Students are expected to complete work with at least 3 clients (from assessment through to intervention and evaluation) during the placement plus to take advantage of any other opportunities available to them to broaden their experience and meet the placement objectives
All students will write one 6000 word essay on a topic which requires them to draw on material from the service issues, social psychology and behavioural analysis and intervention modules. This will be done over the course of the year for full time students and in the second year for part time students and will be submitted during the third term of the final year.
During the first term of the course students will develop ideas for their research project and will be given the opportunity to choose a research project proposed and supervised by members of the course team or other Tizard staff (see Appendix 4 of course handbook for the list of topics for the current year). Students who choose to design their own project will be allocated a dissertation supervisor. Students following the MSc in Analysis and Intervention in Intellectual and Developmental Disability are required to do an empirical dissertation. All other students can choose between either an empirical or a non-empirical (e.g. policy or research review) dissertation.
Students develop a proposal (assessed) for their research project with advice from their supervisor and apply for ethical approval either to the Tizard Ethics Committee (Ethical Review Checklist available on web-based resources) or to another ethics committee such as those in the NHS.
Each of the four taught modules is assessed by an exam and an extended essay. In addition, the Research Methods module involves short assignments and a worked problem. Placements are assessed by two 2,000-word service reports and one 4,000-word case report, plus feedback by placement supervisors.
This programme aims to:
You will gain knowledge and understanding of:
You develop intellectual skills in:
You gain subject-specific skills in:
You will gain the following transferable skills:
The 2020/21 annual tuition fees for this programme are:
Analysis and Intervention in Intellectual and Developmental Disabilities - PDip at Canterbury
Analysis and Intervention in Intellectual and Developmental Disabilities - MSc at Canterbury
For details of when and how to pay fees and charges, please see our Student Finance Guide.
For students continuing on this programme fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* If you are uncertain about your fee status please contact email@example.com
Find out more about general additional costs that you may pay when studying at Kent.
Search our scholarships finder for possible funding opportunities. You may find it helpful to look at both:
In The Complete University Guide 2020, the University of Kent was ranked in the top 10 for research intensity. This is a measure of the proportion of staff involved in high-quality research in the university.
Please see the University League Tables 2020 for more information.
In the Research Excellence Framework (REF) 2014, research by the School of Social Policy, Sociology and Social Research was ranked 2nd for research power in the UK. The School was also placed 3rd for research intensity, 5th for research impact and 5th for research quality.
An impressive 94% of our research-active staff submitted to the REF and 99% of our research was judged to be of international quality. The School’s environment was judged to be conducive to supporting the development of world-leading research, gaining the highest possible score of 100%.
Current research areas include: social inequalities and community care; intellectual and developmental disabilities.
Full details of staff research interests can be found on the School's website.
Autism and social impairment in learning disability; the implementation of active support in services; the effect of grouping people in services; personcentred approaches; exclusion of people with challenging behaviour from services.View Profile
Staff attributions; communication and personcentred active support; communication environments; total communication approaches; augmentative and alternative communication.View Profile
Relational Frame Theory; acceptance and commitment therapy (ACT); challenging behaviour; supported employment.View Profile
Adapting, developing and evaluating psychological therapies for people with intellectual and developmental disabilities; forensic mental health problems including sexual offending and their treatment; information processing models; use of technology in psychological therapies.View Profile
The sexuality of people with learning disabilities, in particular women with learning disabilities, and sexual abuse; sexual and reproductive health; the menopause for women with learning disabilities.View Profile
Applied behaviour analysis; challenging behaviour; positive behaviour support; family support.View Profile
Effectiveness of cognitive behavioural treatment for men at risk of sexual offending; effectiveness of treatment for people with untreated phenylketonuria (PKU); symptoms of abuse for people with severe learning disabilities; capacity to consent to sexual relationships; early development of self-injurious behaviour; effectiveness of early intervention in autism.View Profile
Positive behaviour support for challenging behaviour; behaviour analysis; person-centred planning; autism and asperger’s; organisational influence on human services outcomes.View Profile
Sleep functioning and sleep problems in children and adults with learning disabilities and/or autism; sleep and challenging behaviour; offending in people with learning disabilities; person-centred active support.View Profile
Challenging behaviour, positive behavioural support, applied behavioural analysis, staff support, community participation.View Profile
Early intervention and prevention for challenging behaviour in children with intellectual disabilities / developmental disabilities (IDD); education for children with IDD; socioemotional support for family carers; the use of ABA and PBS in the UK.View Profile
Applied behaviour analysis; positive behaviour support; skill teaching; challenging behaviour; family wellbeing; family/staff training.View Profile
Offenders with IDD (aetiology, risk and rehabilitation); staff in the Criminal Justice System working with offenders with IDD; Mental health; animal assisted interventions.View Profile
Our postgraduate courses improve employability prospects for both those with established careers and new entrants to the field. Many of our students already work with people with intellectual and developmental disabilities in professional, management or supporting capacities.
Our programmes support their continuing professional development and enhance their opportunities for career advancement. Other students, who are at the beginning of their careers, move on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.
Career destinations include working as a consultant behaviour analyst, carer co-ordinator, service care manager, special needs teacher, quality officer, ABA tutor and research assistant in various health care organisations such as Dimensions UK Ltd, Care Management Group, Consensus Support Services, Mencap and Ambitious About Autism.
All teaching takes place at the Tizard Centre. Postgraduate research students have a shared office space with a computer and telephone.
The Tizard Centre runs an annual seminar series where staff or guest lecturers present the results of research or highlight recent developments in the field of social care. The Jim Mansell Memorial Lecture invites public figures or distinguished academics to discuss topics that could interest a wider audience. The Centre also publishes the Tizard Learning Disability Review (in conjunction with Emerald Publishing) to provide a source of up-to-date information for professionals and carers.
The Tizard Centre provides consultancy to organisations in the statutory and independent sectors, both nationally and internationally, in diversified areas such as service assessment, person-centred approaches, active support and adult protection. The Centre also teaches a range of short courses, often in conjunction with other organisations.
Staff publish regularly and widely in journals, conference proceedings and books. Among others, they have recently contributed to: Journal of Mental Health; Journal of Applied Research and Intellectual Disabilities; American Journal of Intellectual and Developmental Disabilities; and Journal of Intellectual Disability Research.
All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme. The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.
Learn more about the applications process or begin your application by clicking on a link below.
Once started, you can save and return to your application at any time.
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