Postgraduate Certificate in Specific Learning Difficulties

Course details

The programme provides a post-graduate qualification for all professionals interested in the area of Specific Learning Difficulties.

The Centre for Special Educational Needs, Inclusion and Diversity at St. Angela’s College, Sligo has, in recent, years developed a number of online blended-learning options at postgraduate level for all professionals interested in the areas of Special Educational Needs (SEN). There are currently four modules to choose from in the area of Specific Learning Difficulties:

• Educational Research Methods
• Literacy
• Specific Learning Difficulties 1 – Communication, Speech and Language Difficulties and Dyslexia (SLD I)
• Specific Learning Difficulties 11- Dyscalculia, Attention Deficit/Hyperactivity Disorder and Dyspraxia/Developmental Coordination Disorder (SLD II)

Module Aims and Progression

The aim of the modules is to provide substantial theoretical and practical continuing professional development for those interested in and/or working with learners with special educational needs (Further details on the individual modules are provided at the end of this document).

These standalone online blended learning modules involve e-tivities, discussion boards and face-to-face workshops and have a credit weighting of 15 ECTS. Modules are offered regularly over the academic year.

Completion of two modules from the suite of on-line blended learning modules listed above(30 ECTS) = Postgraduate Certificate

Completion of four modules from the suite of on-line blended learning modules listed above(60 ECTS) = Postgraduate Diploma

Participants may progress to Masters level on successful completion (an honours standard) of four modules from those listed above which must include the on-line blended learning module on Educational Research Methods.

Postgraduate Certificate students must complete two modules from the following three modules:

Specific Learning Difficulties 1 - Communication, Speech and Language Difficulties and Dyslexia
Specific Learning Difficulties 2 - Dyscalculia, Attention Deficit/Hyperactivity Disorder and Dyspraxia/Developmental Coordination Disorder
Literacy

Postgraduate Diploma students must complete four from those listed below.

• Specific Learning Difficulties 1 - Communication, Speech and Language Difficulties and Dyslexia
• Specific Learning Difficulties 2 - Dyscalculia, Attention Deficit/Hyperactivity Disorder and Dyspraxia/Developmental Coordination Disorder
• Literacy
• Educational Research Methods

Research methods are critical to successful study at MA level and will incorporate problem-solving activities, action research in professional contexts and the opportunity to link theory and practice in general and in terms of the execution of coursework. Participants accepted onto the Masters stage of the programme will have achieved an increased level of competence and confidence within their chosen pathway. They will also be looking forward to choosing the area of study for their MA dissertation and beginning to reflect on possible research methodologies for their dissertation. The Advanced Research and Dissertation Module (60 ECTS) will provide students with the opportunity to make and implement informed choices regarding professionally relevant areas of research for their dissertation and to do this with the guidance and support of tutors and peers. Lectures take place at weekends between September & December and students use the remainder of the year to carry out research and draft material for their MA Dissertation.

The final dissertation will be a maximum of 20,000 words and the topic chosen by the participant must be related to the specific pathway chosen by the participant.

Continuous assessment will apply throughout the programme. It will combine coursework on relevant aspects of Special Educational Needs with e-tivities, discussion boards, portfolio/project-based learning, literature reviews and case studies, which will be carried out within an appropriate educational context during the academic year. The concept of the ‘reflective practitioner’ will be a basic criterion permeating all forms of assessment.