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Masters Degrees (Dyslexia)

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This Masters in Advanced Educational Practice. Dyslexia from Liverpool John Moores University develops specialist teachers, confident to teach learners with dyslexia and support colleagues to do so too. Read more
This Masters in Advanced Educational Practice: Dyslexia from Liverpool John Moores University develops specialist teachers, confident to teach learners with dyslexia and support colleagues to do so too.

•Study part time over three to five years
•Enjoy flexible course delivery and fit studying around your work commitments
•Follow a curriculum closely linked to your professional practice needs
•Experience excellent levels of support
•Gain additional British Dyslexia Association accreditation (fee payable to BDA)
•This course will only run subject to minimum numbers

We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is extremely flexible and you can opt to join the course on a full or part time basis, enabling you integrate your learning with your full time professional role.

University-based study includes taught sessions scheduled late afternoon (4pm to 6pm) and conference style days scheduled on occasional Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.
To keep on top of your study you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course may involve the integration of study with your professional activity in school or college.
During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city.

The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop.

The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.

Please see guidance below on core and option modules for further information on what you will study.
Year 1

Identifying Dyslexia (Core)

Develops knowledge and understanding of the characteristics, complex nature and issues related to the identification of dyslexia

Teaching Learners with Dyslexia (Core)

Investigates recent research relating to the teaching of learners with dyslexia and the implications for critical professional practice


Multisensory Literacy Programmes for Learners with Dyslexia (Core)
E xplores issues relating to effective intervention for learners with dyslexia, and investigates a range of multisensory literacy programmes and their effectiveness.
Students who complete the 60 credits of Study in year 1 may be recommended to the British Dyslexia Association for Approved Teacher Status (ATS) recognition subject to payment of a registration fee to the BDA

Year 2

Researching Professional Practice (Core)

Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and how to develop a research project proposal and plan

Assessment of Learners with Dyslexia (Optional)

Develops knowledge and critical understanding of, and skills in, the assessment of dyslexia and of dyslexic learners needs

Personalised Interventions for Learners with Dyslexia (Optional)

Develops professional practice in relation to devising and delivering effective intervention for learners with dyslexia following an exploration of research relating to effective intervention programmes

Developing Practice in Special Educational Needs (Optional)

Develops understanding of special educational needs and disability through engagement with current theory, research, policy and practice and their application in your professional setting

Social, Emotional and Mental Health Difficulties (Optional)

Explores current educational theory, research and policy relating to SEMHD the implications for professional setting

Specific Learning Difficulties (Optional)

Investigates current educational theory, research and policy relating to ADHD, Dyslexia and Dyspraxia and the implications for professional practice

Students who complete the 60 credits of Study in year 1, and the modules Assessment of Learners with Dyslexia and Interventionsfor Learners with Dyslexia may be recommended to the British Dyslexia Association for Associate Member of the Brittish Dyslexia Association (AMBDA) recognition subject to payment of a registration fee to the BDA.

Year 3

Dissertation

Involves the development and implementation of a major research project relevant to your subject area with the support of an experienced academic tutor

Professional Inquiry

Involves the development and implementation of several linked practice based research projects relevant to professional practice in your subject area with the support of an experienced academic tutor

Further guidance on modules

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.
Please email if you require further guidance or clarification.

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The Dyslexia Action Professional Diploma in Dyslexia and Literacy is a unique and prestigious programme at Master’s level 7 that provides the training for qualified teachers to become informed practitioners and specialist assessors. Read more

The Dyslexia Action Professional Diploma in Dyslexia and Literacy is a unique and prestigious programme at Master’s level 7 that provides the training for qualified teachers to become informed practitioners and specialist assessors. The courses are modular and flexible and are undertaken part time, through online learning.

The Dyslexia Action Professional  Diploma in Dyslexia and Literacy is only available to those individuals who already hold a Specialist Teaching Qualification such as the Dyslexia Action Level 7 Certificate in Structured Teaching Intervention, Level 5 Diploma in Strategic Teaching Support for Dyslexia and Literacy, OCR Level 5 (with ATS) or other BDA accredited courses. 

Why do this course?

  • This course follows on from the Postgraduate Certificate in Structured Teaching Intervention for Dyslexia and Literacy (which must be taken first) and comprises three modules (D, E and F) which enables the practitioner to qualify as a specialist assessor of dyslexia/SpLD
  • The modules explore the psychometric assessment process; the critical evaluation process for the selection of appropriate assessment tools and provide the underpinning knowledge for the construction of a professional diagnostic report
  • Participants are then able to link assessment findings to remediation strategies explored across the programme
  • The final module focuses on research methodology and leads to a dissertation proposal that can be taken forward to the MA programme that follows

How many credits is it worth?

60 Level 7* Credits

This course delivered by Dyslexia Action Training can lead to the award of credit points by Middlesex University. This course does not result in the award of a Middlesex qualification. The credits can be used as part of a pathway to a Middlesex University MA.

*For each academic qualification you achieve, you earn course credits. The number of course credits reflects the study time required to complete a course and the credit levels indicate the complexity and depth of learning you can expect on the course.

Course Accrediting Bodies

  • Middlesex University London for level 7 credit points (see above)
  • British Dyslexia Association for specialist teaching and specialist assessment
  • SpLD Assessment Standards Committee for the Assessment Practising Certificate (SASC) for Specialist Teacher Assessors

How long is the course and when can I start?

The course generally takes around three terms to complete, part time. You can start in January, May and September.



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Are you a qualified teacher who would like to develop your knowledge of the wider issues surrounding work with dyslexic pupils in schools?. Read more
Are you a qualified teacher who would like to develop your knowledge of the wider issues surrounding work with dyslexic pupils in schools?

The Postgraduate Certificate in Teaching Pupils with Dyslexia will provide you with the specialist skills and knowledge required to enhance the learning of pupils with dyslexia in a school context.

This one-year course will allow you to understand the challenges faced by pupils in the classroom through the application of practical and theoretical knowledge.

Accredited by the British Dyslexia Association (BDA), this course has been designed to meet both the individual and organisational needs of school teachers working at all stages of compulsory education.

On graduation you possess the necessary skills and knowledge to effectively teach pupils who suffer from dyslexia, in addition to possessing a strong foundation that will allow you to progress your learning to Masters level, should you wish to further progress your qualification.

Learn From The Best

The staff engaged in teaching and tutoring on this course are qualified teachers and practitioners with substantial experience of working with pupils that have specific learning difficulties (SpLD).

Tutors on this course have worked in a variety of environments such as schools, local authorities and other educational establishments. They also hold memberships to key professional organisations such as the British Dyslexia Association.

In addition to the teaching delivered by our staff, we regularly welcome guest speakers and visiting lecturers to provide additional sessions to further enhance your knowledge of this specialist subject.

Both our teaching team and dedicated support staff will be on-hand at all times throughout your course to provide ongoing guidance and assistance to ensure you graduate with complete confidence in your abilities.

Teaching And Assessment

Split into two modules – The Theory and Practice of Identification and Assessment and Teaching Pupils with SpLD (Dyslexia): Theory into Practice – this course will provide you with the opportunity to undertake learning activities that explore the different dimensions of critical enquiry.

A large majority of this course is delivered through weekly classroom-based teaching and learning sessions, which will comprise of a mixture of teacher-led discussions and student presentation.

Whilst summative assessments will take the form of written assignments, additional formative approaches are also utilised in the form of presentations, portfolios and reports, assignments, case studies and reflections.

You will also be required to undertake in-depth assessment and teaching projects under the guidance of your assigned tutor.

Module Overview
TE7033 - Teaching Pupils with SpLD Dyslexia: Theory into Practice (Core, 30 Credits)
TE7034 - The Theory and Practice of Identification and Assessment (Core, 30 Credits)

Learning Environment

Throughout the duration of your course you will have access to state-of-the-art facilities such as our University library – which is ranked in joint first in the UK.

You will also be able to utilise the UseMyAbility website to challenge your own personal development, apply planning tools and seek career advice to further support your learning and future career.

Your learning experience will be enhanced though the use of technology and learning materials, such as module handbooks, assessment information, lecture presentation slides and reading lists, will be available via our innovative e-learning platform, Blackboard. You can also access student support and other key University systems through your personal account.

Research-Rich Learning

Research-rich learning is embedded throughout all aspects of this course and you will be encouraged to extend, develop and enhance your ability to evaluate and judge the underlying assumptions surrounding dyslexia policy and practice.

Many members of our teaching team are actively involved in research projects that are defining the education sector, with a focus on key issues such as dyslexia, developmental coordination disorder and working memory.

This course requires you to produce a written assignment that will allow you to put the research skills acquired on this course into practise. Undertaken under the supervision of your tutor, you will conduct literature research around a subject area that interests you most, focusing on how theories and concepts impact on practice.

Give Your Career An Edge

This course is highly regarded by employers thanks to our accreditation with the British Dyslexia Association (BDA).

It has been developed to meet the BDA accreditation requirements at two levels: Approved Teacher Status (ATS) and Associate Membership of the BDA. Some elements of these requirements are also governed by the SpLD Assessments Standards Committee (SASC).

On graduation, you will possess contemporary knowledge in the field of dyslexia, which you will be able to put into practise in a real-world environment to help improve the teaching of those with dyslexia.

This course encourages you to develop a global perspective on issues relating a variety of issues, supporting your development as a culturally and ethically aware graduate who is able to contribute constructively and positively in a variety of contexts.

Your Future

On completion of this course you will possess a range of transferable skills to equip you for employment, enterprise or further study in this area or a related field.

This course has been designed for qualified teachers who are working with pupils with literacy difficulties, in addition to those with an interest in dyslexia, SENCOs or those working within SEN departments, advisory teachers within local authority support services and those involved with assessments and exam arrangements.

There is significant evidence that completion of this course can enhance employment and support graduates in their career development as leaders and managers within their organisation.

Upon successful completion, you will also have the option to transfer to the Postgraduate Diploma or MA in Education Studies to further enhance your qualifications and knowledge.

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The Dyslexia Action Professional Teaching Certificate in Dyslexia and Literacy is a unique and prestigious programme at Master’s level 7 that provides the training for qualified teachers to become informed practitioners and specialist teachers. Read more

The Dyslexia Action Professional Teaching Certificate in Dyslexia and Literacy is a unique and prestigious programme at Master’s level 7 that provides the training for qualified teachers to become informed practitioners and specialist teachers. The courses are modular and flexible and are undertaken part time, through online learning.

The Dyslexia Action Professional Teaching Certificate in Dyslexia and Literacy is appropriate for a wide range of professional teachers and specialists including:

  • Qualified teachers at all key stages
  • Special educational needs teachers and co-ordinators (SENCOs)
  • Tutors and support staff in Further and Higher Education and other adult educational settings
  • Psychologists
  • Speech and language therapists
  • Occupational therapists with relevant experience

Why do this course?

  • The Certificate course is for those who wish to study at Master's level to become a specialist teacher of dyslexia/SpLD and gain university credits
  • The course comprises three modules (A, B and C) which explore current research in dyslexia and
  • co-occurring difficulties; the principles and practice of the psychometric assessment process and the theoretical framework that informs the effective support of learners with dyslexia and/or other literacy difficulties
  • All practitioners train using the Dyslexia Action Literacy Programme (DALP)

How many credits is it worth?

60 Level 7* Credits

This course delivered by Dyslexia Action Training can lead to the award of credit points by Middlesex University. This course does not result in the award of a Middlesex qualification. The credits can be used as part of a pathway to a Middlesex University MA.

*For each academic qualification you achieve, you earn course credits. The number of course credits reflects the study time required to complete a course and the credit levels indicate the complexity and depth of learning you can expect on the course.

Course Accrediting Bodies

  • Middlesex University London for level 7 credit points (see above)
  • British Dyslexia Association for specialist teaching and specialist assessment
  • SpLD Assessment Standards Committee for the Assessment Practising Certificate (SASC) for Specialist Teacher Assessors

Please note this course also gives you eligibility to apply for professional membership to fulfil the NMH registration Band 4 - Specialist one-to-one study skills support (SpLD) requirement. For further details click here.

How long is the course and when can I start?

The course generally takes around three and a half terms to complete, part time. You can start in January, May and September.



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This leading programme in the field of dyslexia prepares teachers to critically evaluate and develop evidence-based practice to become specialist teachers and assessors of learners with literacy difficulties. Read more
This leading programme in the field of dyslexia prepares teachers to critically evaluate and develop evidence-based practice to become specialist teachers and assessors of learners with literacy difficulties. This programme is recognised by the British Dyslexia Association for Approved Teacher Status (ATS) and Associate Member of the BDA (AMBDA).

Degree information

Students will gain an understanding of how children typically develop literacy skills and how it might go wrong; how literacy difficulties can be identified and how to develop an individualised support programme. As part of this programme students will administer standardised tests (in their own educational setting) and teach (in similar settings) learners with literacy difficulties.

Students undertake modules to the value of 180 credits.

The programme consists of four core modules (150 credits) and a research report (30 credits). All modules are core to this qualification. There are no optional modules for this programme.

Core modules
-Assessment of SpLD (dyslexia)
-Evidence-based Practice SpLD (dyslexia)
-Research Design and Methodology
-Understanding SpLD (dyslexia)
-Research report

Research project/report
All students undertake an independent research project which culminates in a research report of 6,000 to 7,000 words.

Teaching and learning
This programme is delivered via face-to-face evening and daytime sessions at UCL Institute of Education. It is assessed by coursework assignments and recordings of administering assessments and teaching pupils with literacy difficulties, plus a research report of 6,000 to 7,000 words.

Fieldwork
Students will be required to work with children and young people up to the age of 16 years to demonstrate the core competencies of the programme.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as specialist teachers of children with SpLD (dyslexia), while others have jobs as specialist teacher assessors; many combine both. Graduates can also be found working as headteachers, special educational needs co-ordinators, local authority advisors and research roles.

Top career destinations for this degree:
-Primary School Special Educational Needs (SEN) Teacher, Galliard Primary School & Children's Centre
-Special Educational Needs School Teacher (Head of Keystage a, White Spire School
-Specialist Teacher, Special Education Needs (SEN), London Borough of Tower Hamle
-Literacy Consultant, London Borough of Camden
-Manager of Language and Learning Team, London Borough of Merton Council

Employability
Successful completion of the programme will allow students awarded the ATS to support learners with dyslexia (up to the age of 16 years), and with the AMBDA to undertake diagnostic assessments and support learners with dyslexia.

Why study this degree at UCL?

This programme is taught by a range of leading researchers and professionals in the field of dyslexia. It uniquely offers a rigorous academic programme combined with professional practice qualifications fully recognised by the British Dyslexia Association and UCL IOE, an internationally recognised university.

Critical engagement with current research and evidence-informed practice, supported by professionals and researchers, will enable the participant to reflect on their learning and enhance workplace practice.

Professional practice is supported by a team of AMBDA specialists. It will provide the understanding, knowledge and skills required to teach children and young people with literacy difficulties.

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The Specific Learning Difficulties (Dyslexia) course is designed for mainstream teachers or those working in an educational setting (including practitioners with a particular responsibility for supporting children, young people and adults with dyslexia) who wish to deepen their understanding of dyslexia and link this learning to the School Improvement Plan. Read more
The Specific Learning Difficulties (Dyslexia) course is designed for mainstream teachers or those working in an educational setting (including practitioners with a particular responsibility for supporting children, young people and adults with dyslexia) who wish to deepen their understanding of dyslexia and link this learning to the School Improvement Plan.

A flexible framework combines academic study with work-based action learning and action research, where your day-to-day professional activity informs your development through reflection and peer discussion.

The PGCert is a stand-alone qualification and counts as one-third of a masters degree.

The course is accredited by the British Dyslexia Association (BDA) and qualifies students to apply for Approved Teacher Status (ATS) or Approved Professional Status (APS) as long as they have completed two years (or equivalent) as a teacher or educational professional by the end of the course.

The programme is arranged to fit in with your working patterns and usually include twilight and Saturday sessions.

Areas of study

This course will focus on the following areas of study:

• developing knowledge of the theoretical basis of contemporary approaches to dyslexia
• the identification, assessment and practical support for leaners with dyslexia
• creating and delivering specialist intervention programmes and developing dyslexia friendly environments.
• the application of learning to practice and evaluation of impact on yourself, your learners or others affected by your study.

This will enable you, as a practitioner, to:

• extend and enhance your current practice
• gain knowledge of current thinking in the understanding of dyslexia
• develop frameworks for understanding the range of issues surrounding working with learners with dyslexia
• increase your confidence and effectiveness in supporting learners with dyslexia
• learn how to implement change in a range of policy contexts.

Careers and employability

Our PGCerts are designed to support your career progression, increase your subject knowledge and help you to make a direct difference to your school and students.

Graduates of the course are well placed to take on subject development and leadership positions.

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The inclusion and achievement of students with Special Educational Needs and Disability (SEND) within mainstream education is an important current focus. Read more

The inclusion and achievement of students with Special Educational Needs and Disability (SEND) within mainstream education is an important current focus. By acquiring specialist teaching and assessment skills, you’ll broaden your career opportunities within and beyond the school and college context.

The modules combine theory and practice. You’ll study through workshops, case studies and assignments, justifying your professional practice through research. Modules comprise taught sessions and assessed projects, and can be completed full-time in one year or part-time in up to five years.

COURSE STRUCTURE

You’ll develop your theoretical and practical knowledge of SpLD/dyslexia, and will learn specialist approaches to the identification, assessment and teaching of learners with specific learning difficulties.

MODULE STRUCTURE

The first module of the course enables you to assess a learner, compiling an individual profile based on your findings, and design/deliver an individualised programme of support. You’ll also explore methods and strategies to develop the inclusive practices which can support learners across the curriculum.

The second module will develop your ability to undertake full diagnostic assessments for dyslexia to inform programmes and appropriate support, such as Examination Access Arrangements.

A further module will allow you to develop an understanding of the difficulties faced by primary or secondary students with SpLD/dyslexia or dyscalculia when learning mathematics, and provide you with knowledge about how to support them.

If you already have specialist SpLD/dyslexia qualifications and wish to gain a PATOSS Assessment Practising Certificate, a further module can facilitate this.

For more information on careers, please view the Course Handbook: https://www.bathspa.ac.uk/media/bathspaacuk/course-handbooks/ife/PG-Specific-Learning-Difficulties-and-Dyslexia-handbook-2016-2017.pdf

TEACHING METHODS

Modules are taught through twilight lectures and workshops, usually a three hour session each week from 5-8pm.

Many sessions are led by the Course Leader, who is a specialist in the academic and practical aspects of SpLD/dyslexia. Others are delivered by visiting tutors with particular areas of expertise such as an educational psychologist or dyscalculia specialist

ASSESSMENT

Each module is coursework-assessed (7000-10,000 words per 30 credit module). The dissertation is 15,000–20,000 words and worth 60 credits.

CAREERS

The programme can serve as a stepping stone to becoming a Specialist SpLD/Dyslexia teacher and assessor working either in a school setting or independently. This is also helpful pathway for those working within SEN leadership and management roles such as SENCO in schools. It can also lead onto further PhD studies in SpLD/Dyslexia, education or similar fields.

Areas of career direction include: Specialist learning support and teaching possibilities, Advisory Teacher roles for Local Authorities, educational leadership and management, curriculum design and development, higher education research and teacher training.

For more information on careers, please go to your Course Handbook: https://www.bathspa.ac.uk/media/bathspaacuk/course-handbooks/ife/PG-Specific-Learning-Difficulties-and-Dyslexia-handbook-2016-2017.pdf



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The Dyslexia Action Professional Certificate in Assessment Practice for Dyslexia and Literacy is a unique and prestigious programme at Master’s level 7 that provides the training for qualified teachers to become informed practitioners and specialist assessors. Read more

The Dyslexia Action Professional Certificate in Assessment Practice for Dyslexia and Literacy is a unique and prestigious programme at Master’s level 7 that provides the training for qualified teachers to become informed practitioners and specialist assessors. The courses are modular and flexible and are undertaken part time, through online learning.

Why do this course?

  • The Certificate course is for those who wish to study at Master's level to become a specialist assessor of dyslexia/SpLD and gain university credits
  • The course comprises a short bridging module and three modules (B, D and E) which explore the principles and practice of the psychometric assessment process, assessment of literacy difficulties and assessment of specific learning difficulty (dyslexia)

How many credits is it worth?

60 Level 7* Credits

This course delivered by Dyslexia Action Training can lead to the award of credit points by Middlesex University. This course does not result in the award of a Middlesex qualification. The credits can be used as part of a pathway to a Middlesex University MA.

*For each academic qualification you achieve, you earn course credits. The number of course credits reflects the study time required to complete a course and the credit levels indicate the complexity and depth of learning you can expect on the course.

Course Accrediting Bodies

  • Middlesex University London for level 7 credit points (see above)
  • British Dyslexia Association for specialist teaching and specialist assessment
  • SpLD Assessment Standards Committee for the Assessment Practising Certificate (SASC) for Specialist Teacher Assessors

How long is the course and when can I start?

The course generally takes around three and a half terms to complete, part time. You can start in January, May and September.

Who is eligible?

  • This route is only available to those individuals who already hold a Specialist Teaching Qualification such as the Dyslexia Action Certificate in Structured Teaching Intervention, Level 5 Diploma in Strategic Teaching Support for Dyslexia and Literacy, OCR Level 5 (with ATS) or other BDA ATS accredited courses
  • APL candidates will be required to complete a bridging module prior to entry to Module B


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Taught at our Riverside Campus in Chester, this course will provide you with the professional attributes to make a real difference to children, young people and adults with dyslexia and literacy difficulties. Read more
Taught at our Riverside Campus in Chester, this course will provide you with the professional attributes to make a real difference to children, young people and adults with dyslexia and literacy difficulties.

This course aims to provide you with the professional attributes to make a real difference to children, young people and adults with specific learning differences (dyslexia). You will have the opportunity to develop the skills, knowledge and confidence to act as a specialist teacher and/or assessor for dyslexia in line with British Dyslexia Association (BDA) requirements.

Why Study Dyslexia Research and Practice with us?

Our courses allow study for the ATS/APS or AMBDA for either Schools or FE/HE, making it suitable for those who need the relevant qualifications to be Non-Medical Helpers in HE, plus those working in FE. We have also introduced the ATS/APS Dyscalculia/Numeracy course for those who wish to specialise in dyslexia/SpLD and maths difficulties.

When learning to assess for the Postgraduate Diploma, we have copies of the main standardised tests which our students can borrow.

The Postgraduate Certificate and Postgraduate Diploma are both at Level 7, giving the successful candidate 120 CAT points of the 180 needed for an MA, therefore putting an MA within reach alongside the BDA accreditation.

What will I learn?

The Postgraduate Certificate will introduce you to the skills of screening learners and developing a bespoke programme to support them. It also covers the causal theories of dyslexia, implications of working memory deficit and use of assistive technologies.

The Postgraduate Diploma covers the skills necessary to assess for dyslexia, plus Access Arrangements.

The MA will then allow you to research an area of interest within dyslexia or other SpLDs.

How will I be taught?

You will attend six face-to-face weekend schools each year, comprising lectures, group sessions and tutorial support.

Teaching presentations and course materials are downloadable from the University’s website. You will be expected to independently follow up reading and commit to individual study (about six hours per week – though this will vary).
Attendance is 5-7pm on Fridays and 9.30am-4pm on Saturdays.

How will I be assessed?

Assessment is through case studies, essays and a portfolio related to your practice.

Postgraduate Visit Opportunities

If you are interested in this courses we have a number of opportunities to visit us and our campuses. To find out more about these options and to book a visit, please go to: https://www1.chester.ac.uk/study/postgraduate/postgraduate-visit-opportunities

Request a Prospectus

If you would like to know more about the University please request a prospectus at: http://prospectus.chester.ac.uk/form.php

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This course focuses on difficulties in literacy acquisition, including dyslexia, among young people and investigates how potential barriers to learning can be ameliorated within educational contexts. Read more
This course focuses on difficulties in literacy acquisition, including dyslexia, among young people and investigates how potential barriers to learning can be ameliorated within educational contexts.

The course includes the elements related to assessment theory and practice required by the Joint Council for Qualifications (2014) in qualifications for specialist teachers who assess pupils and students and make recommendations for access arrangements and reasonable adjustments in relation to external examinations in schools.

This is an online version of the course. All the materials are available through the University’s website so you will be able to study the whole course at a distance. Support from course tutors is available through the website, by email or by telephone.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/difficulties-literacy-development-and-dyslexia#entry

Course detail

• Study on a course designed for education professionals, which will help equip you to meet a diverse range of learning needs within your teaching environment, and to support your colleagues
• Explore course content highly relevant to mainstream and special school practitioners alike, focusing on issues related to literacy difficulties and dyslexia in schools, and how potential barriers to learning can be removed
• Develop your understanding of concepts, theories and approaches to literacy difficulties, including dyslexia, and inclusion in schools, and on your potential for influencing change
• Gain insight into the learning of dyslexic and other pupils/students who experience difficulties in literacy development/specific learning difficulties, and ways in which learning might be more effectively supported
• Benefit from a qualification that could lead you into more specialist roles in Education (such as SENCO) and/or further study (eg the National Award for SEN Co-ordinators), and may also be used as the basis for a Recognition of Prior Learning (RPL) claim into an MA Education course (Level 7).

Modules

• Understanding Difficulties in Literacy Development and Dyslexia
• Addressing Difficulties in Literacy Development and Dyslexia

Assessment

Your individual development is assessed via six diagnostic, formative and summative assessments.

The first assessment in Unit 1 requires reflection on understandings of literacy acquisition and application of understandings to students’ own contexts.

Assessment two focuses on critical reflection on theories of dyslexia, and assignment 3 to application of assessment theory to individual literacy learning difficulties and the design, development, implementation and evaluation of an individual learning plan linked to needs..

Assessments in Unit 2 relate to institutional level: analysis and reflection on current school/college policy on literacy and dyslexia; analysis of areas for improvement in institutional provision for literacy difficulties and dyslexia; and the design, development, implementation and critical evaluation of a small-scale practitioner research project focused on achieving the desired improvement.

Careers

This course includes the elements required by the Joint Council for Qualifications (2014) for specialist teachers to assess pupils and students and make recommendations for access arrangements and reasonable adjustments during external examinations.

For this reason, typically graduates of this course either continue working in their own institutions or else are promoted to positions of greater responsibility. Graduates may also wish to continue their postgraduate study through a Masters qualification such as MA Education (Special Educational Needs).

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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This programme enables you to investigate research and literature relevant to SpLD dyslexia and evaluate this in terms of specialist teaching and learning practice. Read more
This programme enables you to investigate research and literature relevant to SpLD dyslexia and evaluate this in terms of specialist teaching and learning practice. You will gain a critical understanding of the social, emotional and community issues that may affect dyslexic learners and their families and develop your knowledge of the practice and principles involved in enhancing the learning experience for children and young people with SpLD dyslexia. Demonstrating the ability to critically evaluate and reflect upon your own practice in relation to the identification, assessment and subsequent interventions within the role of a specialist teacher forms a central part of the programme.

What will I study?

The rationale and philosophy of the programme emphasises the key relationship between critical thinking, evaluation and practical action. This is related to your professional experiences and interests as well as the ways in which these can be synthesised.

Emphasis is placed on effective practice, particularly improving the provision that settings offer, through the teacher/tutor, for learners with specific learning difficulties dyslexia.

This will involve active exploration of a range of issues including:

- Complexities of identification, assessment and multi-sensory learning environments;
- Critical analysis of a range of intervention strategies and teaching approaches;
- Principles underlying structured, sequential, multi-sensory teaching;
- The role and impact of legislation;
- Current research, theory and practice of psychometrics;
- Diagnostic assessment;
- Validity and reliability of testing;
- Practice of other teachers supporting pupils with dyslexia within a different context;
- Analysis of the potential impact of dyslexia on social and emotional development;
- Analysis of potential barriers to learning;
- Dyslexia and society.

How will I be assessed?

Modules are assessed using case studies, diagnostic assessment reports, specialist teaching evaluations, annotated lesson plans and observations of teaching practice.

Assessments and activities on the Specialist Dyslexia Training programme give you the opportunity to analyse current practice, utilising and reflecting upon current research and debate to bring about change with clear impact.

Assessment tasks have been designed to allow choice and flexibility to ensure that individual needs are met and that impact on provision and practice within your setting is maximised. In this way the assessments form an integral part of the learning process which will be captured through portfolio evidence of impact on pupils, your own professional practice and the practice of other professionals in your school.

Who will be teaching me?

The modules in the programme will be taught by experienced and knowledgeable tutors, supplemented by face-to-face and blended learning opportunities. All teaching observations will be carried out by tutors who hold Associate Membership of the British Dyslexia Association (AMBDA) status.

The University tutors have expertise in a variety of academic disciplines, including SEN / Inclusion, Dyslexia, Leadership and Management, educational research and systematic enquiry.

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The Language, Literacies and Dyslexia programme, is aimed at teachers, speech and language therapists and other professionals working with children, young people and students in further and higher education at pre-16 and FE/HE education levels who have difficulties with learning literacy skills. Read more
The Language, Literacies and Dyslexia programme, is aimed at teachers, speech and language therapists and other professionals working with children, young people and students in further and higher education at pre-16 and FE/HE education levels who have difficulties with learning literacy skills.

This distance learning masters level programme is essential for practitioners seeking to become specialist practitioners, employable to assess and teach learners with dyslexia and literacy difficulties of school age or in further/higher education. Successful completion of modules 1-3 which meet the British Dyslexia Association (BDA) criteria in practical assessments, allows students to apply for the BDA professional qualification.

The University of Birmingham offers three awards at masters level.

Postgraduate Certificate (3 modules, 12 months of part-time study, Sept – end of August)
Postgraduate Diploma (6 modules, 24 months part-time study, Sept – August)
MEd (6 modules+ dissertation, 36 months part-time study, Sept – August)
You can register for the first year’s study and half way through the year you will be invited to consider if you to wish extend your registration to a further award.

The programme provides a broad and critical perspective of language literacies and literacy difficulties/dyslexia through sociocultural and cognitive research, as well as education policies. It embraces school and further educational demands of literacy skills, the demands of family and social literacy practices, and peer demands of new literacies, such as digital literacies. The programme establishes the fundamental relationship between language and literacy in typical and atypical development. Students study literacy difficulties/dyslexia in contexts of monolingual, multilingual and multimodal (eg digital literacies).

Studying at a distance means you can work from anywhere, such as in your home or workplace in the UK or overseas. All your studies will be in English and it is a requirement that you practice in an educational context of monolingual or additional English (EAL/ESL/EFL). Reference would be made to contexts that are multilingual and multimodal.

Specialist professional practice in dyslexia/specific learning difficulties

All students follow the same programme and module requirements for study and assessment that develop knowledge and practice in specialist assessment and teaching for learners with literacy needs and difficulties.

Successful completion of the Postgraduate Certificate (PGCert) award, meets the specialist professional practice competencies required by the Joint Qualifications Council UK, and the British Dyslexia Association’s AMBDA accreditation, in diagnostic assessment, and intervention/ specialist teaching with learners with literacy difficulties/ specific learning difficulties at school and FE/HE levels of provision.

The PGCert award allows practitioners, who wish, to apply for the BDA’s accreditation (ATS/APS, AMBDA, AMBDA FE/HE) depending on their professional qualification – please visit the BDA website http://www.bdadyslexia.org.uk for further information.

The Department of Disability Inclusion and Special Needs (DISN) in the School of Education, has a very strong profile in professional development, regionally, nationally and internationally. The tutors who run this programme have strong national and international profiles in the field of research and practice in language and literacy difficulties and dyslexia. The department also runs a number of other courses in special education which may interest you.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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Learn to develop and manage inclusive special needs provision on this flexible Advanced Educational Practice. Special Educational Needs Masters course from Liverpool John Moores University. Read more
Learn to develop and manage inclusive special needs provision on this flexible Advanced Educational Practice: Special Educational Needs Masters course from Liverpool John Moores University.

•Study part time over three to five years
•Enjoy flexible course delivery and fit studying around your work commitments
•Follow a curriculum closely linked to your professional practice needs
•Experience excellent levels of support
•This course will only run subject to minimum numbers

We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is extremely flexible and you can opt to join the course on a full or part time basis, enabling you integrate your learning with your full time professional role.

University-based study includes taught sessions scheduled late afternoon (4pm to 6pm) and conference style days scheduled on occasional Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.
To keep on top of your study, you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course may involve the integration of study with your professional activity in school or college.
During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city.

The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop.
The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.

Please see guidance below on core and option modules for further information on what you will study.
Year 1

Teaching Young People with Special Educational Needs (Core)

Develops understanding of special educational needs and disability through engagement with current theory, research, policy and practice and their application.

Social Emotional and Mental Health Dificulties (Core)

Explores current educational theory, research and policy relating to SEMHD and the implications for professional setting.

Specific learning Dificulties (Core)

Investigates current educational theory, research and policy relating to ADHD, Dyslexia and Dyspraxia and the implications for professional practice.

Year 2

Researching Professional Practice (Core)

Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and how to develop a research project proposal and plan.

Developing Practice in Special Educational Needs (Option)

Explores the influences on the development and implementation of SEND policy in the education system and the implications for schools in the implementation of effective responses to policy in their organisation.

Identifying Dyslexia (Option)

Develops knowledge and understanding of the characteristics, complex nature and issues related to the identification of dyslexia.

Teaching Learners with Dyslexia (Option)

Provides opportunities for educational professionals to engage with research relating to the teaching of learners and to develop their own critical professional practice, in relation to learners with dyslexia.





Interventions for Learners with Dyslexia (Option)

Enables practitioners to explore issues relating to effective intervention for learners with dyslexia, and investigates a range of multisensory literacy programmes.

The Autistic Spectrum (Option)

Investigates current research relating to the features of the Autistic Spectrum and explores its implications for practice.

Autistic Spectrum Disorder: From Theory to Practice (Option)

Considers current research regarding the causal theories of Autistic Spectrum Disorder and develops a deeper understanding of effective support techniques and interventions used nationally and internationally.

Autistic Spectrum Disorder in the mainstream context (Option)

Develops critical professional practice in supporting learners with ASD through analysis of and engagement with current educational theory, research, policy and practice and its implications for your professional setting.

Year 3

Dissertation (Option)

Involves the development and implementation of a major research project relevant to your subject area, with the support of an experienced academic tutor.

Professional Inquiry (Option)

Involves the development and implementation of several linked practice-based research projects relevant to professional practice in your subject area, with the support of an experienced academic tutor.

Further guidance on modules

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Please email if you require further guidance or clarification.

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We are a key provider in this field with over 20 years experience. These are nationally recognised qualifications designed for teachers of children and young adults who are experiencing specific learning difficulties in literacy. Read more
We are a key provider in this field with over 20 years experience.

These are nationally recognised qualifications designed for teachers of children and young adults who are experiencing specific learning difficulties in literacy. They are accredited by the British Dyslexia Association* at Approved Teacher Status (ATS) level or Approved Practitioner Status (APS) in year 1 and Associate Member of the British Dyslexia Association (AMBDA) in year 2. Exit awards are available at the end of year 1 (PG Cert SpLD) and year 2 (PG Dip SpLD) for those not wishing to take the full master’s degree.

Courses are principally designed to enable classroom practitioners gain a high level of knowledge and skill so that they can expertly meet the needs of learners with specific learning difficulties (SpLDs).

There is a supervised teaching practice consisting of 20 hours one-to-one teaching in year 1 and a further 10 hours in year 2 in order to meet BDA requirements. There is an additional, mandatory fee of £325 per study year for this which covers the observation and assessment of two one hour lessons, two individual tutorials with AMBDA tutors, and support with report writing and lesson planning via feedback on drafts.

Features and benefits of the course

-The Postgraduate Certificate leads to Approved Teacher Status (ATS) or Approved Practitioner Status (APS) for those without QTS of the British Dyslexia Association and the Postgraduate Diploma leads to AMBDA (Associate Membership of the British Dyslexia Association).
-Those who successfully complete the Postgraduate Diploma are eligible to apply for a Patoss Assessment Practising Certificate or BDA Assessment Practising Certificate.
http://www.bdadyslexia.org.uk/quality-mark-and-accreditation/professional-membership-accreditation.html
-Our Programme is led by highly qualified tutors with specialist experience who have close links to our Centre for Inclusive Education and Disability Studies. The Programme Leader has co-authored the two core texts on dyslexia which have been adopted by several universities and dyslexia providers, both nationally and internationally.

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Learn to develop and manage inclusive provision for learners with autistic spectrum disorders on this flexible Advanced Educational Practice. Read more

Learn to develop and manage inclusive provision for learners with autistic spectrum disorders on this flexible Advanced Educational Practice: Autism Masters course from Liverpool John Moores University. ​

•Study part time over three years on a course designed to support effective practice in the school

•Develop your professional practice through an inquiry based approach

•Enjoy flexible course delivery and fit studying around your work commitments

•Follow a curriculum closely linked to your professional practice needs

We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is on a part time basis which allows you to integrate your learning with your full time professional role.​

The course is delivered around school/college term times, with 20 credits being studied per term for the first two years.

During your first year you will study three compulsory (core) modules specialising in key teaching and learning themes. Your second year will involve selection of two optional modules from an identified suite, and the core module in Researching Professional Practice. Your final year will involve 60 credits of research-based study through completion of the Dissertation or Professional Enquiry modules. University-based study includes taught sessions scheduled late afternoon (4pm to 7pm) and occasional conference style days scheduled on Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.

​​To keep on top of your study, you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course will involve the integration of study with your professional activity in school or college.

During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city. The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop. The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.​

Please see guidance below on core and option modules for further information on what you will study.​

Year 1

The Autistic Spectrum (core)

Investigates current research relating to the features of the Autistic Spectrum and explore its implications for practice.

Autistic Spectrum Disorder: from Theory to Practice (core)

Considers current research regarding the causal theories of Autistic Spectrum Disorder and develops deeper understanding of effective support techniques and interventions used nationally and internationally.

Autistic Spectrum Disorder in the Mainstream Context (core)

Develops critical professional practice in supporting learners with ASD through analysis of and engagement with current educational theory, research, policy and practice and its implications for your professional setting.

Year 2

Researching Professional Practice (core)

Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and how to develop a research project proposal and plan.

Teaching Young People with Special Educational Needs (option)

Develops understanding of special educational needs and disability through engagement with current theory, research, policy and practice and their application in your professional setting.

Social, Emotional and Mental Health Difficulties (option)

Explores current educational theory, research and policy relating to SEMHD implications for professional settings.

Specific Learning Difficulties (option)

Investigates current educational theory, research and policy relating to ADHD, Dyslexia and Dyspraxia and the implications for professional practice.

Identifying Dyslexia (option)

Develops knowledge and understanding of the characteristics, complex nature and issues related to the identification of dyslexia

Teac hing Learners with Dyslexia (option)

Investigates recent research relating to the teaching of learners with dyslexia and the implications for critical professional practice.

Year 3​

Dissertation (option)

Involves the development and implementation of a major research project relevant to your subject area, with the support of an experienced academic tutor.

Professional Inquiry (option)

Involves the development and implementation of several linked, practice-based research projects relevant to professional practice in your subject area with the support of an experienced academic tutor.​

Further guidance on modules The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers. Please email if you require further guidance or clarification



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