Specific Learning Difficulties/Dyslexia MSc

Important information for teachers looking for funding for SpLD courses:

The Rose report, entitled Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties (Published 22 June 2009), recommended that the Department for DSCF should fund a number of teachers to undertake appropriately accredited specialist training in teaching children with Dyslexia-SpLD. In response the Department has committed to funding 4,000 teachers to train over between now and 2011. If you are a teacher and would like to find out if you are eligible for a funded training place, please visit the Dyslexia-SpLD Trust website.

Introduction

Social inclusion is fundamental to educational principles. Current initiatives expect teachers to adopt a flexible approach to diversity of needs. Meeting the needs of dyslexic pupils and students requires understanding of their difficulties and specialist expertise. This innovative programme has been designed to develop the professional skills required to identify and support dyslexic individuals in a variety of situations. It makes strong links between current research and the impact this has upon the classroom. Flexibility and accessibility are the keys to what we have to offer. We can tailor your programme to meet your professional development should you wishing to enter the field of dyslexia, be in middle management aspiring to become a SENCO or just for those wishing to update their qualifications in this field.

This MSc is a modularised and flexible programme, designed to meet the needs of busy professionals in education, psychology and related professions.

A key feature of this master’s programme is the themed ‘contexts’. The field of dyslexia draws upon research from cognitive psychology, neurology, genetics and of course education. The programme provides platforms for eclectic study and opportunities to combine areas of interest. Meeting the needs of the dyslexic learner must take account of not only appropriate teaching environments and relevant methodology but also the psychological barriers to learning which the condition produces. At the heart of the dyslexic profile is the inability to process language effectively. Knowledge of language acquisition and language learning is therefore relevant to an understanding of the dyslexic experience and the difficulties displayed.

The components of the programme will allow for students coming from different academic backgrounds to combine units to reflect their research interests while at the same time developing a greater understanding of the complexities of this field. Some of the stand-alone PCES components carry with them additional professional qualifications, recognised by the British Dyslexia Association (BDA)

Julia Kender

Learning Outcomes On successful completion of this programme you will be able to demonstrate knowledge and understanding of:

• Current theories of SpLD, drawing on education, cognitive psychology and neuro-psychology;
• The assessment process;
• Indicators of SpLD;
• Normal literacy development;
• Theoretical models of Reading and Spelling;
• Theoretical models of Learning;
• A variety of standardised and diagnostic tests;
• The interaction of legal, professional, psychological, scientific and political issues in the range of attitudes to dyslexia in society.

Your practical skills will be enhanced and you will be able to:

Key/transferable skills:

• Work effectively as part of a task-orientated group, demonstrating inter-personal skills;
• Manage a project, with due attention to time resource management;
• Use electronic search engines to find out information;
• Utilise virtual resources.

Subject-specific practical skills:

• Identify SpLD/Dyslexia using appropriate assessment tools;
• Make a diagnostic assessment based on appropriate assessment tools and reports of other professionals;
• Develop your ability to use pupil/student diagnostic and assessment data to design individual learning programmes;
• Identify a range of technical aids in the teaching of SpLD/Dyslexic pupils and students;
• Develop a range of teaching skills relevant to the special educational needs of those with learning difficulties.

The courses are not offered in distance learning mode.
For Courses A and B, at least two years’ teaching experience is required for entry.

There are three courses on offer :

A. Teaching Methods: for those who are new to the field and want to know the various methods of teaching severe dyslexic people have to read, write and spell. This carries with it the British Dyslexia Association qualification of ‘Approved Teacher Status’ if you opt for the additional practice element. This takes place in twilight sessions (4.45-8.15pm) on Tuesdays over Autumn and Spring Terms. More information is available here.

B. Assessment & Identification: for those who have been in the field for some time and have experience of the above but wish to become specialist teacher assessors. This carries with it the British Dyslexia Association qualification of ‘Associate Member of the BDA - AMBDA’ if you opt for the additional practice element; This takes place on 15 whole days (some Saturdays and the rest Thursdays) over Autumn and Spring Terms. More information is available here.

C. Inclusive SEN Environments: this is about developing study skills and strategies for coping with the curriculum despite learning difficulties. This takes place in twilight sessions (4.45-8.15pm) on Tuesdays over Autumn and Spring Terms. More information is available here.

Two of the above are chosen + a 16,000 word dissertation are required to complete the MSc award. The route/pathway option is entirely individual and is negotiated with the programme tutor according to professional needs and teaching experience.

All courses can be taken as stand alone postgraduate educational certificates (PCES).

All students are expected to estimate about 600 hours of study in total for each course - including taught sessions, private study and practice.

For Class Dates, please click here

Students are expected to produce
3 x 4,000 word essays
(1 x professional report +Evidence-based practice file is required for the additional professional qualifications awarded by BDA)

All of this is fully supported by the course tutors and detailed guidelines about how to go about each of the above are discussed with students.

You are normally required to have a first degree, a teaching qualification and a minimum of two years’ teaching experience.You must also be working in an environment which will enable you to undertake the teaching practice components of this programme. The standard University English Language requirements for Masters’ students applies.

Please note:We would also like to invite applications and interest for our new Social Justice and Inclusive Education MA.

Apply online, download or print the Postgraduate Application Form

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Download or print the Advanced Programmes Insert Form

Download or print the Advanced Programmes Bursaries

Details on how to apply for the Masters Degrees are available here...

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