Specific Learning Difficulties (Dyslexia) - Online (PGCert)

About the Course

This Postgraduate Certificate aims to support teachers and professionals working in education to gain the confidence, knowledge and skills to identify, assess, plan, teach and support students with Specific Learning Difficulties (Dyslexia). 

Through critical reflection, participants on the programme will develop their understanding of the barriers to participation and learning that pupils with Specific Learning Difficulties (Dyslexia) can encounter. 

- Develop the specialist knowledge, skills and confidence to be a specialist teacher and/or assessor for dyslexia. 

- Be part of a specialist programme for educational professionals.

- Investigate research and literature relevant to SpLD dyslexia and relate this to specialist teaching and assessment. 

- The two modules that make up the award each carry 30 Masters level credits, which can be used towards a Masters programme. 

- Successful completion of the course may enable participants to apply to the British Dyslexia Association for Associate Membership of the British Dyslexia Association (AMBDA) and to a professional association for an Assessment Practising Certificate (APC). Professionals with AMBDA/APC may be able to make access arrangements for examinations.

How to apply

To apply for this course, please contact pld@hope.ac.uk for a full application pack as we cannot accept the standard university application form. 

Tel: 0151 291 3061/3093

Email: pld@hope.ac.uk

The PLD Team

Liverpool Hope University, Hope Park,

Liverpool L16 9JD

Accreditation

The Post Graduate Certificate in Specific Learning Difficulties (Dyslexia) is accredited by the British Dyslexia Association (BDA)

Modules

Module 1: Identification, intervention and teaching (ATS/APS)

Together we will explore the knowledge, understanding and practical experience required to be specialist SpLD teacher of dyslexic learners (up to the age of 18). Through investigation of research and literature you will develop a critical understanding of issues that may affect dyslexic learners and their families. Developing your understanding of the nature and definition of dyslexia will enable you to reflect on your understanding and construct structured, multi-sensory teaching programmes. By the end of the module you will have grown in your own practice enabling you to identify a profile of learner’s strengths and areas to be developed and plan subsequent teaching programmes and interventions.

Successful completion of module 1 may enable participants with Qualified Teacher Status (QTS) or Qualified Teacher Learning Skills (QTLS) and who hold Professional Membership of the Institute for Learning to apply to the British Dyslexia Association (BDA) for Approved Teacher Status (ATS). Participants who do not hold QTS or QTLS status who successfully complete module 1 may be able to apply to the BDA for Approved Practitioner Status (APS).

Content

• Developing understanding of the practice and principles involved in the identification and assessment of learners with SpLD (dyslexia).
• Critical reflection upon the role of Information Technology.
• Follow and individualise a teaching programme to meet individual learner needs.
• Evaluation of personal specialist practice.

Module 2: Psychometrics and diagnostic assessments (AMBDA)

This module focuses on supporting practitioners to further investigate the role of the specialist SpLD (dyslexia) teacher of dyslexic learners (up to the age of 18). The module particularly focuses upon the construct, use and analysis of diagnostic assessments and how such assessments inform inclusive practice and individualised interventions.

The module will encompass critical learning and understanding from module 1 of the PGCert in SpLD (dyslexia) to enable the further development of professional qualities, knowledge and understanding required of the specialist SpLD (dyslexia) teacher.

Successful completion of module 2 may enable participants to apply to the British Dyslexia Association (BDA) for Associate Membership of the British Dyslexia Association (AMBDA) status. 

Content

- The statutory and regulatory context for SpLD (dyslexia) and the implications for effective specialist teaching and assessment.

- Critical reflection upon the theory and practice of psychometrics.

- Identification of opportunities to increase inclusive approaches.

- Critical appraisal of teaching programmes and specialist practice.

- Develop an understanding of the social, emotional and community issues that may affect learners with SpLD (dyslexia).

Entry Requirements

A minimum of a Second-Class Honours degree in a relevant discipline awarded by a UK university, or an equivalent higher education qualification.

Qualified Teacher status (QTS) or Qualified Teacher Learning Skills (QTLS).

Applicants from other educational professionals who do not hold QTS/QTLS; e.g. Teaching Assistants, with appropriate professional qualifications and educational experience may apply for this PGCert if they fulfil the entry requirements.

Enhanced Disclosure from the Disclosure & Barring Service (DBS).

This PGCert is only open to UK applicants who are currently working in appropriate UK settings.

All applicants will need to ensure they are able to work in an appropriate one to one educational situation with pupils (aged between 6-16/9-16 years) in order to complete the modules before a place is offered on the course. A letter of support from a mainstream school headteacher (of an appropriately aged school setting) indicating their support for the duration of the period of study will be required. Other letters of support may also be required.

All applicants will require a written statement from head teachers/managers supporting their suitability as a specialist teacher and confirmation that they satisfy the Disclosure and Barring Service’s (DBS) mandatory criteria of ‘Clearance to work with children and/or vulnerable adults.

Currently, there is an expectation that the specialist teaching and assessments that students undertake for the duration of the programme of study (with appropriately aged participants) will take place in 1:1 (face to face) professional settings where appropriate insurance is in place for that setting.

Course applicants must have a minimum of two years full time or equivalent part time relevant professional experience in teaching or experience supporting learners of a school age (16 years or under). In some cases consideration will be made if an applicant has had a minimum of two year’s appropriate previous professional educational experience in another phase of education but is now working with learners 16 years of age or under. A letter of suitability, from the applicants’ line manager will be required, stating that they have successfully completed an academic year of full or equivalent part-time professional activity with these learners.

Applicants wishing to work with learners over 16 years of age should consider taking a course leading to the award of AMBDA (FE/ HE).

International Entry Requirements

For students whose first language is not English there is a language requirement of IELTS 6.5 overall with 6.0 minimum of all components. In addition to this, we also accept a wide range of International Qualifications, for more information please visit our English Language Requirements page.

For additional information about country specific entry requirements visit the your country pages. 

Teaching and Research

Both modules will be delivered on a part-time basis, through fully online learning, including:

- Reflective upon workplace and practical activities.

- Participation in online webinars.

- Access to the extensive Liverpool Hope University Library including e-books and journal collections.

- Academic tutorial support via zoom and email.

- Online discussion forums with academics and other students.

- Online support from Liverpool Hope University including IT support and library support.

In addition, there may be an opportunity to attend (subject to sufficient numbers) an optional face to face meeting per module at the Liverpool Hope University Campus, Liverpool L16 9JD.”

UK/EU Tuition Fees

Open to UK residents only

Full Fee: 

Module 1 only: £1,734 

Full Programme: Full Postgraduate Certificate in Specific Learning Difficulties (dyslexia), includes modules 1 and 2: £2,890. 

Partner School Fee*: 

Module 1 only: £1,387

Full Programme: Full Postgraduate Certificate in Specific Learning Difficulties (dyslexia), includes modules 1 and 2: £2,312. 

*A Partner School is any school that has an Initial Teacher Education (ITE) partnership arrangement with Liverpool Hope University and who work with our students on providing school placements. 

Payment Plans are available for payment in instalments.

Additional Costs

There will be additional costs for Disclosure and Barring Service (DBS) clearance, core texts for each module and, for those progressing to module 2, you will be required to purchase diagnostic tests. Full details will be provided in the application pack.

Funding

We offer a number of scholarships and loans to help fund your postgraduate studies. Visit our scholarships pages for more details.

Careers

Completion of module 1 of the Liverpool Hope University course may enable you to apply to the British Dyslexia Association for ATS* or APS** status. Completion of modules 1 and 2 may enable you to apply to the British Dyslexia Association for AMBDA*** status.

*Approved Teacher Status is a specialist status for working with children, recognised by Local Authorities and employers, supported by the British Dyslexia Association.

**Approved Practitioner Status is a specialist status for working with children, which is recognised by Local Authorities and employers for non-teaching practitioners.

***Associative Member of the British Dyslexia Association. It is an accepted qualification for teachers to assess and make recommendations for provisions for external examinations. The accreditation board underpins the highest level of work of the BDA British Dyslexia Association. The Joint Council for Qualification (JCQ) approves AMBDA.

Successful participants may apply to transfer 60 credits into a full Masters.