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MEd, PGCert, PGDip Additional Support for Learning (Specific Learning Difficulties)

Course Description

Programme description

For a variety of reasons some learners have specific support needs. This programme will help you to identify these needs, by introducing you to the many types of specific learning difficulties, and will develop your skills in selecting learning and teaching approaches that will ensure effective support.

Our Additional Support for Learning programmes are designed to meet the needs of practising teachers and other professionals.

This programme covers ways in which learning difficulties can manifest themselves, sometimes simultaneously.

You will examine approaches to supporting people with disabilities, such as curriculum adaptations and classroom accommodations and gain the confidence to apply them in practical settings.

Programme structure

Your learning will be in the form of lectures, seminars, small-group discussions and skill-development sessions.

Most courses are offered in e-learning or blended learning format, combining on-campus and online study.

All the courses are studied part time, and you can select individual courses for your CPD needs, complete 60 credits for a Postgraduate Certificate, or complete 120 credits for a Postgraduate Diploma.

Career opportunities

The skills you gain with this qualification will enhance your confidence and ability to take on a wider range of roles in this area of teaching. You may also choose to continue on to an advanced research degree, e.g. an MEd or EdD.

Visit the MEd, PGCert, PGDip Additional Support for Learning (Specific Learning Difficulties) page on the University of Edinburgh website for more details!

Entry Requirements

The minimum entry requirement is a UK 2:1 honours degree or its international equivalent in a relevant discipline. Alternatively, you may be considered on the basis of employment or relevant educational experience.You should normally be registered with the General Teaching Council for Scotland or Teachers of Further Education.

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Recipient: University of Edinburgh

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