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
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 studying on this Postgraduate Certificate are £2,190 for Year 1 for UK students enrolling on the course in academic year 2021/22. Tuition fees for Year 2, studied in academic year 2022/23, are still to be announced. You are advised to check this page regularly and once the position has been confirmed we will update this information.EU/EEA and Swiss students who have settled or pre-settled status under the EU Settlement Scheme, as well as Irish nationals, may be eligible for the UK tuition fee rate.
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.