Entry requirements

To join this programme, you need to have a relevant degree or equivalent. You will require a written statement from your head teacher / manager supporting your suitability as a specialist teacher and confirming you satisfy the Disclosure and Barring Service's (DBS) mandatory criteria of 'Clearance to Work with Children and/or Vulnerable Adults'.

Months of entry

January, September

Course content

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.

Fees and funding

Tuition fees for this programme are currently charged on a modular basis.If you are joining this programme in academic year 2019/20, the cost of each module will be: £1,570 for CPD4518 Identification and Intervention for Students with SpLD Dyslexia (AP); £540 for CPD4519 Specialist Dyslexia Training Work-Based Practice; £540 for CPD4520 Theories and Dilemmas of Dyslexia. The University may administer a small inflationary rise in part-time postgraduate tuition fees in subsequent academic years as you progress through the course.

Qualification and course duration


part time
18 months


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.

Course contact details

+44(0)1695 575171