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The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is one of a range of special educational needs courses that are offered by the University of South Wales at postgraduate level. Read more
The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is one of a range of special educational needs courses that are offered by the University of South Wales at postgraduate level.

This course is for you if you have at least two years experience of working with students with SpLD and are looking to gain a qualification to enable you to apply to the British Dyslexia Association (BDA) for either Approved Teacher Status (ATS or ATS HE/FE) or an Associate Membership of the BDA (AMBDA or AMBDA FE/HE).

The course may also be of interest to other approved professionals, such as speech and language or occupational therapists and educational psychologists.

The Postgraduate Diploma in SEN Specific Learning Difficulties (SpLD) is recognised by the British Dyslexia Association for the award of Associate Member of the British Dyslexia Association (AMBDA). It is also recognised by the Joint Council for Qualifications as the appropriate training for completing Access Arrangements in Secondary Schools.

Those who have obtained the PG Diploma in Spld (AMBDA) are eligible to assess and diagnose dyslexia.

See the website http://courses.southwales.ac.uk/courses/1280-postgraduate-diploma-sen-specific-learning-difficulties

What you study

To gain a Postgraduate Diploma SEN in SpLD you must pass four taught modules:

• Understanding Learning Difficulties and Disabilities which is taught on the campus or can be accessed via e-learning
• Specific Learning Difficulties
• Managing and Supporting Children and Young People with Specific Learning Difficulties
• Research Methodology

Both SpLD modules focus not only upon specific difficulties in literacy and numeracy, but address the wider spectrum of potentially associated conditions eg. Dyspraxia, Attention Deficit Disorder and Asperger’s Syndrome.

The course enables participants to gain knowledge of:

• The vast range of differences within the SpLD continuum
• Current research on the identification of learners experiencing problems with literacy and numeracy
• Assessing individual learning needs, using both standardised and non-standardised methods
• Planning programmes of work for individual pupils based on initial and on-going assessment
• The effects on learning, self esteem and behaviour of SpLD
• Monitoring the progress of learners who may show uneven or intermittent standards of achievement
• A variety of strategies and resources, including ICT and technical aids, for assisting pupil organisation, drafting and presentation of work
• The monitoring, evaluation and auditing responsibilities within school or service, in respect of the quality of provision for pupils with SpLD.

Learning and teaching methods

Students undertake two modules in year one, and two modules in year two. Both SpLD modules are taught on Monday evenings for three hours on campus over a period of 12 consecutive weeks.

Assessment methods

The first module is assessed on the basis of a written assignment of 5,000 words (or equivalent).

The second module is assessed in two ways:
- For students seeking a professional award, the successful completion of 30 hours of teaching experience and assessment of relevant files (equivalent to 5,000 words)

- For other participants, one 5,000 word assignment, or the equivalent

Employment Prospects

Most students proceed to the MA dissertation, in order to achieve the award of MA SEN.

Following successful completion of the course, some students have gained posts as school and college SENCOs, specialist tutors in SPLD services, set up their own SpLD consultancies, or become LEA Advisors. Others have published books and papers on the subject and gained doctorate awards.

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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 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 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

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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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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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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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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This award is particularly relevant to practitioners and policy makers who are interested in using their prior experience to build an informed picture about inclusion in educational settings. Read more
This award is particularly relevant to practitioners and policy makers who are interested in using their prior experience to build an informed picture about inclusion in educational settings. It’s useful for colleagues who wish to link their current knowledge to a framework that puts human rights at the heart of the debate.

COURSE STRUCTURE

It will draw on research to develop a critical approach to an understanding of inclusive education. There are legal implications, cultural and social aspects which affect the ways the rights of vulnerable learners are achieved and compromised. This can be linked to ethical practice and social justice. Modules will open complex issues for discussion and debate looking at theories, policies and practices that emphasise the development of understanding the needs and entitlement of individuals.

MODULES

There is a choice of optional modules for this award including:

The National Award for Special Educational Needs (SEN) Coordination is a mandatory award for all SENCOs new to post.

Including Vulnerable Learners explores how inclusion is exercised in your own educational setting and how you can become an agent of change.

SEN and Inclusion: Autism Spectrum (Children) is designed for teachers, SENCOs and other professionals working with children and young people on the autism spectrum.

Supporting Learners with Special Educational Needs is designed for practitioners in special schools, schools and early years settings with identified issues relating to specified educational needs.

Children's Services: Supporting Vulnerable Learners will look at the history, theory and practice of multi-agency working.

Other modules include: Identifying and Supporting Learners with SPLD/Dyslexia; Assessment Methodology (SPLD/Dyslexia); and Identifying and Addressing Mathematical Difficulties.

For further information on our optional modules please head to our website:https://www.bathspa.ac.uk/ or email

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The Special and Inclusive Education MA will develop a student's knowledge of key concepts and issues related to special and inclusive education, enhancing their understanding of disciplinary and theoretical perspectives. Read more
The Special and Inclusive Education MA will develop a student's knowledge of key concepts and issues related to special and inclusive education, enhancing their understanding of disciplinary and theoretical perspectives. It will give students the ability to analyse, evaluate and synthesise evidence, theory and practice, and help them to apply conceptual and theoretical frameworks to professional policy and practice.

Degree information

By the end of the programme, students should be able to:
-Contribute to contemporary international and national debate in the field of special education and inclusion and disability studies.
-Produce and communicate evidence-informed, reasoned argument in writing and orally.
-Demonstrate how concepts, theories and evidence can inform an understanding of issues and practice.
-Carry out a focused special, and inclusive education inquiry into educational practice.
-Enhance professional practice through greater knowledge, skills, understanding and awareness.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), optional modules and either a research report (30 credits) or a dissertation (60 credits).

Core modules
-Concepts and Contexts of Special and Inclusive Education
-Research Design and Methodology

Optional modules - in addition to the two core modules students take at least one module from the following:
-Autrism: Research and Practice
-Inclusive Pedagogy: Changing Practice through Action Research
-Language Development
-Psychology for Special Needs
-Social, Emotional and Behavioural Development
-Understanding SpLD (Dyslexia)

Students choose either one or two further options from the list above or, subject to the Programme Leader's approval, from elsewhere at the UCL Institute of Education.

Dissertation/report
All students undertake an independent research project which culminates in a 10,000 to 12,000-word dissertation or 6,000 to 7,000-word report.

Teaching and learning
The MA is taught through lectures, group discussions, small group one-to-one tutorials, and computer lab classes. Compulsory and optional modules are assessed by range of assessment strategies including presentations and a 4,000-5,000 word written assignment; students may choose from a range of assessment titles. In addition, students may choose to write either a report (6,000-7,000 words) or a dissertation (10,000-12,000 words).

NB: this MA is not a teacher training programme and does not aim to train students via school-based training and teaching placements.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as managers in mainstream and special schools and other educational settings, while others support those with special educational needs (SEN) and disabilities directly. Graduates can also be found working as staff in specialist services for children and young people with SEN and/or disabilities.

Top career destinations for this degree:
-Secondary School Teacher (IT), Langley Park School
-Special Educational Needs (SEN) Teacher, Special School of Piraeus
-Special Educational Needs (SEN) Teaching Assistant, Grange Primary School
-Special Needs Support Assistant, The UCL Academy
-Behavioural Co-Ordinator, The National Autistic Society

Why study this degree at UCL?

This programme provides students with the opportunity to study in one of the country's leading specialist departments in special educational needs and disability (SEND), and educational psychology, working with internationally-recognised tutors who have published widely in the areas of special education, inclusion and disability studies, and who contribute to Master's and doctoral programmes worldwide.

The programme team is committed to creating an intellectually challenging context in which students are encouraged to discuss practical knowledge, experience and ideas in order to extend their understanding of special and inclusive education.

This programme attracts students with rich and varied professional and personal experience, both nationally and internationally, and fellow students provide a valuable networking resource.

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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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MA Special Educational Needs (SEN) is for people working with children or young people whose development is affected adversely by difficulties in learning or by behaviour. Read more
MA Special Educational Needs (SEN) is for people working with children or young people whose development is affected adversely by difficulties in learning or by behaviour.

The MA SEN course will be highly beneficial if you’re a teacher from a primary, secondary or special school, or a lecturer from a further education or higher education setting. Also if you are a social worker or police officer, or if you work with young offenders or other caring professions.

Studying the MA SEN, you will enhance your knowledge of the key issues related to special educational needs, and will develop your professional awareness of this area. You’ll experience a course that caters for both academic and practitioner driven interest in special educational needs.

There is a wide range of specialist modules to choose from, providing the opportunity to have a postgraduate course specifically tailored to meet your individual professional needs. MA SEN is also compatible with the TTA SENCo standards, and has been designed to provide continuous professional, academic and personal development.

See the website http://courses.southwales.ac.uk/courses/1237-ma-special-educational-needs-sen

What you study

You will study the specialist core module, Understanding Learning Difficulties/Disabilities.
On completing this module, you will be expected to make a decision to specialise in a particular subject area. You will select two optional modules from the MA Special Educational Needs programme. Examples of modules include:

- Speech, Language and Communication Difficulties - This specialist module relates to the increasing numbers of children and adolescents with problems in understanding (because of poor receptive skills) and in being understood (because of poor expressive skills).

- Specific Learning Difficulties - Focuses not only upon specific difficulties in literacy and numeracy, but addresses the wider spectrum of potentially associated conditions eg Dyspraxia, Attention Deficit Disorder and Asperger’s Syndrome.

- Child and Adolescent Mental Health - This focuses on the causation, presentation and implications of mental health difficulties in children and young people.

- Supporting Children with Autistic Spectrum Disorder (ASD) - This is an introduction to ASD module in which you will examine a wide range of strategies that can be used to support children with ASD.

Awards are available at Postgraduate Certificate level (after completion of two taught modules) and Postgraduate Diploma level (after completion of four taught modules).

- Dissertation
To complete the full MA SEN you go on to study a specific SEN topic that you are interested in and complete a 17,000 word dissertation.

An MA award demonstrates that you have developed advanced level skills in analysis, evaluation and research. If you are interested in the possibility of gaining a higher degree by research, your tutors will be pleased to discuss the opportunities at the University of South Wales.

Assessment methods

Modules are normally assessed by a written assignment of 5,000 words.

Work and Study Placements

Those who undertake the SpLD modules, with a view to gaining accreditation from the British Dyslexia Association, will undertake a specialist teaching practice. For other students, there may be opportunities to link with specialist settings on a voluntary basis.

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This programme is designed for anyone wishing to develop their knowledge and understanding of issues relating to special educational needs and inclusion at Master’s level, including practitioners working with children, young people and adults in a range of different contexts. Read more
This programme is designed for anyone wishing to develop their knowledge and understanding of issues relating to special educational needs and inclusion at Master’s level, including practitioners working with children, young people and adults in a range of different contexts. However, some modules may require people to be working in practice. We can also offer bespoke training packages for a variety of settings.

Course content

All the modules are 30 CATs points each, apart from the final Dissertation which is 60 CATs points and is a compulsory module for those aiming for a MA award.

Students can choose from a range of optional modules which provide an opportunity to critically reflect on debates and controversies surrounding the development of inclusive practice in a variety of settings and contexts, national and international and in relation to various individual needs.

Course modules (16/17)

-Promoting Inclusive Practice
-Understanding Dyslexia: Identification, Curriculum & Teaching
-Understanding Autism Spectrum Disorders
-Perspectives on Social, Emotional and Behavioural Difficulties
-Pupils with Severe, Profound and Multiple Learning Difficulties 1 and 2
-Key Concepts in Inclusion and Diversity
-Leadership and Management in BESD
-Understanding Multi-Sensory Impairment
-Physical Disabilities: Contexts and Interventions
-Physical Disabilities: Curriculum Issues
-Evaluating Approaches for Individuals on the Autism Spectrum
-Organisational based Project
-Research Methods
-Speech, Language and Communication needs
-Theoretical Perspectives on SpLD (Dyslexia) where are we now?
-The National Award for SEN Coordination 1 and 2
-Autism in the Early Years
-Using Standardised Assessments in Educational Settings: Theory and Practice
-Understanding Challenging Behaviour in People with Autism and/or Learning Disabilities
-Promoting EAL Practice (English Additional Learning and Bilingualism in Education)
-Research Thesis
-Dissertation

Students studying for a MA will have to complete a compulsory research project, either the Dissertation on its own, or a Research Thesis and the Research Methods module together.

Methods of Learning

Modules will be taught across three semesters per year through a combination of approaches such as lectures, seminars, group work, case studies, tutorials and independent enquiries. A key strength of our programme is our blended learning approach. This provides the opportunity to learn collaboratively both face to face and online.

Schedule

For this programme taught study would be a combination of lectures, seminars and online activities which is usually 3 hours per week, per module. We recommend students to spend 10 hours per week, per module in self-directed study time.

Students studying in India or Thailand will have block classes for 4-5 days with additional online support.

PG Certificate- one year full time or between one to two years part-time.
PG Diploma- one year full time or between two to three years part-time.
MA – one year full time or between two to four years part-time.

The programme has September and January in-takes for home students and September in-take only for international students.

Assessments

Assessment procedures are flexible and sensitive to either personal interests or existing professional workloads. Modules are assessed on the basis of essays, case studies, portfolios or reports and small-scale research projects.

Facilities and Special Features

Our integrated learning environment provides access to course materials and to a well-resourced library enabling students to access e-books and electronic journals from home.

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This challenging postgraduate course will give you the opportunity to continue your professional development while focusing upon a key aspect of the education system which you will be able to tailor to your own practice. Read more
This challenging postgraduate course will give you the opportunity to continue your professional development while focusing upon a key aspect of the education system which you will be able to tailor to your own practice.

Taught by qualified practitioners, and with the opportunity to collaborate with peers from the sector, you will be able to create a body of new and emerging knowledge. This will inform and develop a wide range of educational sectors, such as further and higher education as well as schools. Research supported by critical enquiry and discourse will extend, develop and enhance your ability to evaluate and judge the underlying assumptions surrounding educational policy and practice.

You will graduate with the knowledge and confidence to initiate and sustain change, both in your own practice and within your professional context.

This course can also be taken part time, for more information, please view this web-page: https://www.northumbria.ac.uk/study-at-northumbria/courses/education-dtpema6/

Learn From The Best

Our staff are passionate about their subject and are practiced in the design and implementation of CPD programmes both in the UK and abroad. As well as this, our Education courses have been continually rated as 'outstanding' in Ofsted inspections.

You will be taught by qualified practitioners and lecturers who can reflect on their own practice-based knowledge and understanding of the sector. You will work closely with your course leader and guidance tutor on your dissertation project and can draw on their knowledge and expertise. The education team are dedicated to developing their own learning and are often published in education journals.

Teaching And Assessment

You will study current educational issues and examine key features of practices in educational systems, with particular reference to major current policy initiatives, and will be encouraged to become an independent learner, critically reflecting on your own experience and applying what you have learnt to your own organisation.

Through lectures, seminars, and group discussion you will develop a critical understanding of the inter-relationships between research, policy and practice and their applications to different settings and will use work-based learning to tailor the course to suit your own specialist area of practice.

You will be assessed by assignments, presentations, portfolios and reports, which will show evidence of achieving the learning outcomes.

Module Overview
PP0724 - The Empirical Project (Optional, 60 Credits)
TE7033 - Teaching Pupils with SpLD Dyslexia: Theory into Practice (Optional, 30 Credits)
TE7034 - The Theory and Practice of Identification and Assessment (Optional, 30 Credits)
TE7038 - Research Methods in Education and Training (Optional, 30 Credits)
TE7039 - Systematic Appraisal in Education and Training (Optional, 60 Credits)
TE7040 - Inclusive Practice/SEN - School Practitioner Perspective (Optional, 30 Credits)
TE7041 - Educational Leadership and Management (Optional, 30 Credits)
TE7042 - Leading Learning (Optional, 30 Credits)
TE7043 - Teaching and Learning (Optional, 30 Credits)
TE7044 - Curriculum Development (Optional, 30 Credits)
TE7045 - Coordinating Specialist Support (Optional, 30 Credits)
TE7046 - Understanding Autism (Optional, 30 Credits)
TE7047 - Autism: Social Behaviour and Promoting Learning (Optional, 30 Credits)
TE7048 - Autism - Analysing Issues in Teaching & Learning (Optional, 30 Credits)
TE7050 - Negotiated Study (Optional, 30 Credits)
TE7051 - Independent Study in School Leadership (Optional, 30 Credits)
TE7052 - Mentoring and Coaching in Education and Training Settings (Optional, 30 Credits)
WB0715 - Preparation for Project Management (Optional, 30 Credits)
WB0716 - Work Based Dissertation (Optional, 60 Credits)

Learning Environment

From our base at Coach Lane Campus you will benefit from modern teaching facilities and from being immersed in an environment dedicated to the study of education. This gives you the opportunity to reflect on your learning and discuss your findings with your peers, many of whom are from similar work backgrounds and working towards the same career goals.

Technology enhanced learning will enable you to share learning materials and give you the means to discuss and develop ideas with members of your teaching group whilst online. Our lecture capture software will enable you to revisit lectures in your own time, giving you more flexibility in your learning.

International students will be able to access English language support sessions from experts in our English Language Centre.

Research-Rich Learning

Research-rich learning is embedded into every aspect of the MA in Education. The course is designed to encourage continued critical and independent enquiry.

You will develop skills in collaborative working, discipline-specific creativity and project management. You will examine key education theories and concepts and develop your understanding of these through critical discussion with peers, colleagues and teaching staff.

Throughout the course, you will be encouraged to examine, compare and contrast different world views. Your new knowledge will be cemented through the investigation and production of a dissertation focusing on an area of specific interest to your practice.

Give Your Career An Edge

This course will enable you to become a skilled and reflexive practitioner, able to apply what you have learnt to your own organisation. By examining and evaluating your practice in relation to a wide variety of theoretical concepts and ideas, you will be able to critically reflect on many work-related issues and be able to devise and implement workable solutions.

The course places great emphasis on employability and you will develop the key skills respected by employers, such as independent learning, communication, collaborative working, problem-solving and enhance your project management abilities.

You will be equipped with the ability to challenge your personal and professional development, applying planning tools and career advice through the UseMYAbility website.

Your Future

The students on this course are all existing education and training practitioners working in further or higher education and training organisations. The MA provides the further qualification needed to support you in your career development as a leader or manager within your organisation, with many graduates moving up into enhanced roles thanks to the new opportunities this postgraduate qualification provides.

Designed to appeal to a wide range of professionals in education, you will leave the course confident in your knowledge and abilities, empowered to make change in your own organisation and ready to take the next step in your career.

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MA Inclusive Education at Middlesex University is a fully online course based upon gaining knowledge of best practice in an area of specialism through research and literature, implementing this and researching the effect or impact on your practice. Read more
MA Inclusive Education at Middlesex University is a fully online course based upon gaining knowledge of best practice in an area of specialism through research and literature, implementing this and researching the effect or impact on your practice. This may be through practical, self-directed learning activities. Participants are encouraged to focus assignments on identified institutional and personal needs and to use practitioner action enquiry and reflective practice as a learning model.

Teachers/tutors focus their scholarship, research and enquiries on developing more effective practice in a specialist area while gaining a masters in inclusive education. The course is available to teachers / tutors in the UK and overseas and is run in a totally distance learning mode. Participants can opt for a specialist route through the programme leading to a named award of:

MA Inclusive Education (SEN and Inclusion)
MA Inclusive Education (Specific Learning Difficulties)
MA Inclusive Education (Gifted Education)
MA Inclusive Education (Social, Emotional and Behaviour Management)
MA Inclusive Education (Bilingual Learners)
Some of the special features of the MA Inclusive Education:

Study anywhere in the world
Combine work with this online mode of part time study
Excellent distance learning support available through our virtual learning environment from tutors and from our Learning Resources service
Accreditation of Prior Learning APL is available in all but the dissertation module, allowing you to gain credit for prior study and therefore shorten your overall study period.

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