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This leading programme in the field of dyslexia prepares teachers to critically evaluate and develop evidence-based practice to become specialist teachers and specialist assessors of learners with literacy difficulties. This programme is recognised by the British Dyslexia Association (BDA) for Approved Teacher Status (ATS), Approved Practitioner Status (APS), and Associate Member of the BDA (AMBDA).
Key information
Programme starts
September 2020
Modes and duration
Students are encouraged to complete this programme over 2/3 years in flexible/modular mode, but have up to 5 years to finish. Students who apply for a government loan must complete in two years.
Application dates
Tuition fees (2020/21)
Note on fees:
The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website. Fees for flexible, modular study are charged pro-rata to the appropriate part-time Master's fee taken in an academic session.
Please note that whilst this course is accredited by the British Dyslexia Association (BDA), the BDA is not responsible for day to day running of the course. Any feedback or queries should therefore be addressed directly to the Programme Leader at UCL Institute of Education.
Entry requirements
A minimum of a second-class Bachelor's degree from a UK university in a relevant subject, or an overseas qualification of an equivalent standard is required. A minimum of two years' teaching experience is also a requirement and ideally, appropriate experience of working with children with literacy difficulties. Students will need access to pupils under the age of 16 with literacy difficulties to teach and assess. Students will need DBS clearance for modules two and three and the research report. (There is an additional charge of approximately £65 if you need to obtain DBS clearance.)
English language requirements
If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Good
Further information can be found on our English language requirements page.
International students
Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website.
Visa information
This programme is not suitable for international students on a Tier 4 visa.
International applicants can find out the equivalent qualification for their country by selecting from the list below.
Select your country:
About this degree
Students will gain an understanding of how learners typically develop literacy skills and what happens when difficulties occur. Students will learn how literacy difficulties can be identified and how to develop an individualised support programme. As part of this programme students will administer standardised tests (in their own educational setting) and provide specialist teaching (in similar settings) for learners with literacy difficulties.
Students undertake 5 modules to the value of 180 credits.
The programme consists of four compulsory modules (150 credits) and a research report (30 credits). The second (Evidence Based Practice) and third (Assessment) modules are worth 45 credits each, as these modules involve additional professional practice elements. All other modules are valued at 30 credits.
Upon successful completion of 180 credits, you will be awarded a MA in Specific Learning Difficulties (Dyslexia).
Compulsory modules
All modules are core to this Master's qualification
- Understanding Specific Learning Difficulties (Dyslexia)
- Evidence Based Practice: Specific Learning Difficulties (Dyslexia)
- Assessment of Specific Learning Difficulties (Dyslexia)
- Research Design and Methodology
- Report on Specific Learning Difficulties (Dyslexia)
Optional modules
There are no optional modules for this programme.
Visit the UCL Institute of Education website for more information, including module descriptions, which can be seen by clicking on the module title.
Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability is subject to change.
Research project/report
All students undertake an independent research project which culminates in a research report of 6,000 to 7,000 words. The report is written over the course of the final year with support from a supervisor (days and times TBC by prior arrangement).
Fieldwork
Students are required to work with children and young people under the age of 16 to demonstrate core competencies of the programme. Additional learners under 18 may be allowed with permission of the Module leader.
Placement
Students must find and have access to pupils: we do not find placements for students. Approximately thirty hours of teaching intervention is required (with one or more learners) and students will also need to find three pupils they can assess.
Teaching and learning
We encourage students to study over 2/3 years via the Flexible/Modular mode. If you choose to take a government loan, you will need to complete your studies in 2 years part-time. This programme is delivered via face-to-face daytime lectures in year 1 and evening sessions in Autumn term year 2, at UCL Institute of Education. A range of assessment methods are used, including: coursework assignments, a portfolio, recordings of administering assessments and teaching pupils, plus a research report.
Additional costs
Accessibility
Details of the accessibility of UCL buildings can be obtained from AccessAble. Further information can also be obtained from the UCL Student Support & Wellbeing team.
Funding
Part-time students may apply for the UK Government Postgraduate Loan.
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
Careers
This programme offers opportunities for students to broaden their career horizons within their educational settings and elsewhere. Our graduates are currently working within a wide range of areas: some as specialist teachers of children with SpLD (dyslexia), others as specialist teacher assessors; many combine both. This can be within educational settings or as consultants.
Graduates can also be found working as headteachers, special educational needs teachers, literacy lead teachers, special educational needs co-ordinators (SENCos), local authority advisors, university lecturers, disability advisors, university study skills tutors, specialist AMBDA tutors and in research roles. Students have also set up in partnerships together running their own consultancies.
Employability
Successful completion of the programme will allow students awarded the Post Graduate Certificate with ATS/APS to support learners with dyslexia (up to the age of 18 years) as a specialist teacher/practitioner, and with the Post Graduate Diploma with AMBDA qualification, to both undertake full diagnostic assessments and support learners with dyslexia.
Students who complete the full Master's also develop their own research skills and are taught to utilise these skills in future practice.
Why study this degree at UCL?
This programme is taught by a range of leading researchers and professionals in the field of dyslexia. It uniquely offers a rigorous academic programme combined with professional practice qualifications, fully recognised by the British Dyslexia Association and taught at UCL Institute of Education, an internationally recognised university ranked as world number one for education (QS World University Rankings by Subject 2019).
Students have access to leading researchers in the field and opportunities to create their own piece of research supervised and guided by the Department of Psychology and Human Development.
We encourage continued contact with our alumni students, who continue to attend professional learning networks that occur regularly during the year.
Critical engagement with current research and evidence-informed practice, supported by professionals and researchers, will enable the participant to reflect on their learning and enhance workplace practice.
Dyslexia is a 'high incident' need in schools (currently there may be as many as 3 or more learners with dyslexia in each class) and schools need to be able to provide appropriate specialist support. This highly regarded course provides essential knowledge and practical skills and will hugely benefit any staff team as well as being a transformative experience for the individual student. This course provides the understanding, knowledge and skills required to teach and assess children and young people with literacy difficulties and dyslexia.
Accreditation:
Please note that whilst this course is accredited by the British Dyslexia Association (BDA), the BDA is not responsible for day to day running of the course. Any feedback or queries should therefore be addressed directly to the Programme Leader at UCL Institute of Education.
Department: Psychology & Human Development
What our students and staff say
"I found the Specific Learning Difficulties (Dyslexia) programme very rewarding: it challenged me to think about my teaching in new ways and I learnt so much that I wish I’d known earlier in my teaching career. The assignments were the perfect balance of academic knowledge and practical application, which really helped to reinforce my understanding of the theories of reading development and how this can be used to support students who are struggling with reading. I loved getting to study alongside lots of other teachers who all had different knowledge and experience. The course lecturers and supervisors were incredibly supportive and knowledgeable, always able to answer questions and giving guidance for assignments and doing it all with a smile!"
Catherine Trinder
Specific Learning Difficulties (Dyslexia)
"Dyslexia has so many different components and I have enjoyed exploring each one through the various lectures, reports and practical assessments. The support offered and the opportunities the course has provided have allowed me to invest in my future career. Read Q&A."
Sarah Muzzelle
Specific Learning Difficulties (Dyslexia) MA
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Application and next steps
Applications
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding should take note of the funding application deadlines.
There is an application processing fee for this programme of £80 for online applications and £105 for paper applications. Further information can be found at: www.ucl.ac.uk/prospective-students/graduate/taught/application.
Who can apply?
This programme is suitable for experienced teachers or teaching assistants (or others with a minimum of two years' relevant experience) with an interest in working with learners with literacy difficulties, and/or wishing to have the ATS, APS or AMBDA qualification that enables them to become specialist teachers or practising assessors with an Assessment Practising Certificate (APC).
Application deadlines
- All applicants
- 2 September 2020
Applicants must complete the SpLD application pupil access form and upload it with their application. Applicants agree here that they will have access to learners.
For more information see our Applications page.
Apply nowWhat are we looking for?
When we assess your application we would like to learn:
- why you want to study Specific Learning Difficulties (Dyslexia) at graduate level
- why you want to study Specific Learning Difficulties (Dyslexia) at UCL
- what particularly attracts you to the chosen programme
- how your academic and professional background meets the demands of this challenging programme
- where you would like to go professionally with your degree
Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.
UCL is regulated by the Office for Students.
Page last modified on 27 November 2019