PgDip SEN/ALN (Specific Learning Difficulties)
01 Sep 2021 - 31 Aug 2027
| Course Leader | Gareth Dart |
|---|---|
| Course Team | Lindsey Roberts, Rebecca Haycock, Matthew Hutt, Carmel Conn, Bethan Mitchell, Elsa Torres, Yasmeen Multani |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales, Dyslexia Association Singapore |
| Modes of Study | Part Time |
Document Version
| Version | 4 |
|---|---|
| Valid From | 01 Sep 2021 |
| Valid To | 31 Aug 2027 |
QAA Benchmarks
Educational Aim
The main aims of the course are:
Provide access to a coherent framework of professional development in the area of Specific Learning Difficulties, specifically dyslexia;
Provide a context for personal, professional and academic development which builds upon the concept of the reflective practitioner and is grounded in a critical approach to and effective synthesis of attendant issues of theory and practice;
Offer participants a course which is both intellectually rigorous and academically challenging and requires them to develop their skills of communication, analysis and research in the field of Specific Learning Difficulties, specifically dyslexia; at Masters level;
Encourage practitioners in the field Specific Learning Difficulties and dyslexia to take more responsibility for directing their own development including through a range of modules identified to meet their particular requirements in terms of content, sequence and time and the negotiation of individualised assessment programmes;
Increase the range of teaching, learning and research methodologies available to practitioners in Specific Learning Difficulties, dyslexia;
Increase understanding of multi-disciplinary working in the context of Specific Learning Difficulties, dyslexia; through both the curriculum and through the experience of studying alongside students drawn from a broad range of professions;
Provide an opportunity for practitioners to make a contribution to the body of knowledge and understanding in Specific Learning Difficulties, dyslexia;
Raise quality in the professional field of the student.
Learning Outcomes
| A1 | Demonstrate a critical knowledge and understanding of dyslexia theory, policy, processes and practices. |
| A2 | Demonstrate a knowledge and understanding of the theory and practice of educational testing. |
| A3 | Demonstrate an advanced knowledge and understanding of the theory and practice of psychometric testing. |
| A4 | Demonstrate the ability to effectively use a dyslexic learner’s assessment data to develop a specialist evidence based intervention programme at the individual level. |
| A5 | Demonstrate the ability to competently prepare and disseminate technical reports including the provision of advice and recommendations to meet specific purposes. |
| B1 | Define, investigate and critically analyse complex problems within the field of specific learning difficulties and dyslexia. |
| B2 | Communicate effectively in a range of modes (oral presentations, academic writing, seminars) and use ICT to support their studies and research. |
| B3 | Question critically concepts, theories and assumptions encountered in their studies and research; reflect critically upon their own value systems, development and practices. |
| B4 | Critically analyse, synthesise and evaluate data and propose solutions. |
| C1 | Contribute effectively in their area of professional activity and experience. |
| C2 | Make a range of appropriate response options which will enable dyslexic children and adults to manage their difficulties and improve basic literacy and numeracy skills within their capabilities. |
| C3 | Effectively support, advise and assist colleagues in formulating and enacting appropriate responses to the needs of learners with dyslexia. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| ED4U009 | MOD009902 | Research Methodology | Running | 30 | optional |
| ED4U026 | MOD009971 | Dyslexia: Theory and Assessment (AMBDA) | Running | 30 | optional |
| ED4U027 | MOD009972 | Dyslexia: Theory and Assessment (ATS) | Running | 30 | optional |
| ED4U032 | MOD009978 | SEN/ALN: Contexts and Concepts | Running | 30 | optional |
| ED4U033 | MOD009981 | Working with Dyslexia: Linking Theory, Assessment and Practice (AMBDA) | Running | 30 | optional |
| ED4U034 | MOD009982 | Working with Dyslexia: Linking Theory, Assessment and Practice (ATS) | Running | 30 | optional |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Employer Engagement will be achieved by:
Visiting Speakers
Visiting speakers are a key element of the course as they bring current practice and clinical experience.
Work Placements
Those who select the modules with BDA external accreditation will complete a teaching practice for the assessed component of the module. This usually takes place within the usual work based setting.
Work-based Learning
See above
Means of Assessment
Written and Practical Assignments.
Learning Support
The learning support available through the course
Induction
Induction events are provided for each year of study. Students are invited on to campus to meet with the course tutors, module leaders, student advice team and faculty librarian. Students are given a brief introduction to UniLearn and are signposted to the Course Handbook and USW Regulations for Taught Courses and Casework regulations. Time for a QandA session is built into each induction event.
Personal tutor
Module leaders will provide each student with an hour, per module, personal tutorial time together with a critical evaluation of up to 500 words of written work.
Two hours are allocated to each teaching observation to ensure that the student is given appropriate support and debriefing through the teaching practice component.
English for Academic Purposes
English for Academic Purposes (EAP) support is provided for students for whom English is an additional language. This takes the form of academic writing workshops and individual tutorials. Additionally, critical thinking sessions, individual support with assignment preparation and study skills development is offered to all students.
Office hours
Course leaders will respond to emails as per University guidelines.
Tutorials
A formal tutorial of one hour per module is allocated to all students, however the module leaders and course tutors are available for informal tutorials between the hours of 3-5pm on the days the modules are scheduled (Mondays and Tuesdays).
Seminars
Additional study skill seminars are available upon request from student services.
Formative Assessment
Pre-module tasks are set for students for tutors to assess the level of student understanding together with ongoing formative assessment and feedback based on dialogue integrated into learning and teaching so that module leaders can provide effective and timely feedback that facilitates students’ learning.
Progress meetings
Students will be expected to use evidence of their own learning and achievement to monitor their progress and build an understanding of upcoming challenges.
Online Resources
All learning materials are posted on Blackboard (VLE) and available to students via UniLearn.
Advice Centres
Advice Centre/Zone staff are available at City Campus. Students are encouraged to use this service to obtain advice relating to extenuating personal circumstances, finance or any other aspect of their studies
DDS Service
All postgraduate students have access to USW’s DDS Service.
IT/Library
Faculty library provide relevant course books and journals, including online resources such as ebooks, databases and subject guides. The Faculty librarian provides support for our students whenever required as well as working more closely with students by providing more formal seminars on how to access library sources and interlibrary loans, which are scheduled as part of the course timetable.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Postgraduate Diploma | 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 | Final |
| Postgraduate Certificate | 60 credits with at least 40 at Level 7 and no more than 20 at Level 6 | Intermediate |
| No Qualification Type | British Dyslexia Association: ATS/APS or AMBDA | Intermediate |
Progression Route
MA SEN/ALN - City campus, USWMPhilPhD
Entry Requirements
Admission to the course is typically through the following qualifications:
Admission to the course normally requires one of the following:
An honours degree
A recognised professional qualification
An alternative qualification or relevant experience may be acceptable
Students must have at least two years’ experience working professionally with the appropriate age range learners by the time of their application. This may be full-time or equivalent total periods of part-time professional engagement
Will students be required to undergo a DBS check? Yes
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
Course Management
\\rThe Course Leader works with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leader oversees academic standards, quality assurance and enhancement.
\\rTransitional Arrangements for Current Students (if applicable)
\\rThe postgraduate courses in Professional Learning are organised so that full time students, Y1 part time students and Y2 part time students are taught together. The timetable is also configured so that students can choose to take an elective module from the curriculum of another specialist course, where this is supporting their individual professional needs, and is within the framework of requirements for their own specialist award. As noted above, this practice is not just about efficiency. Students benefit not only from a curriculum that emphasises the importance of an interdisciplinary, inter-professional approach, but also from being in a classroom where discussions and networking with a variety of professionals encourages and exemplifies that same approach.
\\rBecause of this practice, transition arrangements are important because we will be teaching students on the currently validated course alongside those on the proposed validated courses. For the sake of clarity and fairness, we are therefore proposing that, after consultation with all our current students, we will be advising that they transfer to the new version of their course. This will ensure that all students have access to the full offer of modules and will also give all Y3 part time students the option of either undertaking the 60 credit dissertation or enrolling on an additional 30 credit elective module and undertaking the 30 credit dissertation.
\\rWhere a student has requested a Suspension of Studies, we will seek to ensure that they are able to continue with the modules they originally planned to take (or the new ones that have replaced them), where this is possible and where we have the staff resource to support this.
\\rArrangements for Feedback to Students
\\rThe arrangements for providing feedback to students on their assessed work within 20 working days are:
\\rWork for all taught modules is submitted electronically through Blackboard. A hard copy of the Teaching Practice Portfolio must be submitted vis Student Advice Centre. Graded work is returned in the same way, along with feedback comments from the module leader.
\\rFeedback on Teaching Practice observations is given at the time of observation with a formal report within 24 hours of the observation.
\\rStudent Representation
\\rStudents on this course will be represented at meeting with teaching staff and other members of the University by Course Representative and Student Voice Representatives.
\\rThe role of the Course Representatives is to elicit the views and issues of the students they represent, and reflect these views/issues at Student/Staff Course Liaison Groups (SSCLGs) and feedback to the students the outcomes/actions from the SSCLGs.
\\rStudent Voice Representatives are responsible for representing their group of Course Representatives at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.
Quality Of Standards Indicators
Course Monitoring
\\rThe University is responsible for both the standards of its awards and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement a process of regular review, known as annual monitoring take places. This purpose of the process is to evaluate and improve course quality, ensure the best possible student experience within the resource available and to identify and disseminate good practice. It also ensures that appropriate action is taken to remedy any identified shortcomings and enhance provision.
\\rExternal Examiner
\\rExternal examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases there will be external examiners drawn from industry or practice.
\\rThey provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned, and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.
\\rExternal examiners provide of annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.
\\rThe external examiner(s) associated with this course are recorded in the Course Handbook.
\\rThe BDA can at any point in time request copies of students’ teaching practice portfolios for moderation.
\\rEngagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ
\\rQAA Subject Benchmark statements are not available for Postgraduate study in the field of education. There is however a Subject Benchmark Statement for Education Studies, and this has usefully provided clarity in terms of the starting point for postgraduate level studies:
\\rhttp://www.qaa.ac.uk/en/Publications/Documents/SBS-education-studies-15.pdf
\\rThe QAA Quality Code has informed our understanding of good practice within QA process and practice embedded in the postgraduate programmes currently being validated:
\\rhttp://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code
\\rThe Credit and Qualifications Framework for Wales (CQFW) and the Framework for Higher Education
\\rQualifications in England, Wales and Northern Ireland (FHEQ) have informed the development of learning outcomes and assessment criteria. We have taken CQFW L7 descriptors and the FHEQ descriptors for a higher education qualification at level 7 as the starting point for the construction of these:
\\rhttp://qualificationswales.org/media/1860/qualification-and-component-levels-eng-21-june.pdf
\\rhttp://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf