Special Educational Needs and Disability (SEND) with Specific Learning Difficulties (SpLD) MA/PGDip/PGCert

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Are you ready to make a real difference in the lives of children and young people with dyslexia?

Have you ever wondered how you could better identify and support those with Specific Learning Difficulties (SpLD)? Do you want to expand on your expertise, gain specialist knowledge, and open new career opportunities in education and beyond?

Our specialist MA in Special Educational Needs and Disability (SEND) with Specific Learning Difficulties (SpLD) course is designed for professionals like you, and you'll be able to make a real difference to the outcomes of children and young people. Through this course, you will become adept at identifying, assessing, supporting, and advocating for individuals with the SpLD dyslexia. You'll be given a specific focus on dyslexia and be taught by expert practitioners in the field. Our team is comprised of specialists who are constantly informed by the very latest research, policies, and practices and who are perfectly equipped to develop your skills. You will engage in critical evaluation and practitioner research, will make informed contributions to the development of policy and practice in your professional setting/s, and learn via a meticulously tailored curriculum. More on this can be found in the 'What You'll Study' section below.

If you wish to focus less on dyslexia, are more interested in the general SEND element of the course, you might want to check out our MA/PGDip/PGCert in Special Educational Needs and Disability (SEND). On this course, there are alternative optional modules for you to choose within your studies.

On the MA SEND with SpLD course, you’ll study shared modules with the wider cohort of MA SEND students. This will allow you to gain a wider understanding of current and future trends in SEND and develop invaluable networking opportunities with a range of professionals. The blend of students from different professional backgrounds enables discussion, debate and the sharing of experiences in a supportive and welcoming environment, facilitated by staff who are actively involved in the field of special educational needs and disability.

This SEND with SpLD option is typically suited for educators, or for those who work in therapeutic settings, including schools, specialist provisions, universities, colleges, and local authorities. It will also enhance your practices if you are a professional working with children and young people in a variety of roles such as children's services and informal educational settings. Successful completion of the course will enable you to apply for accreditation by professional bodies (including the British Dyslexia Association, Patoss and SASC), and you will be able to pursue roles as a specialist dyslexia teacher, assessor, or consultant, working in educational institutions, private practice, or policy-making bodies.

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Special Educational Needs and Disability (SEND) with Specific Learning Difficulties (SpLD) course video

MA/PGDip/PGCert SEND with SpLD

What You'll Study

This three-year course consists of six 20-credit modules and a 60-credit research project in an area relating to dyslexia. There is one entry point per academic year, which is September.

In the first year, a specialist module will explore the definition and causation theories of the specific learning difficulty (dyslexia) before putting theory into practice through the design, delivery and evaluation of individual, targeted, multisensory support programmes. These skills are then built upon and developed during the final, shared core module considering 'Inclusive Practice' more widely. Successful completion of the first three modules will allow you to apply for specialist teacher/practitioner status from the British Dyslexia Association or Patoss.

In the second year, your specialist modules will build upon these foundations and introduce you to diagnostic assessment practices. Successful graduates will be able to select, administer and score formal diagnostic assessments and then interpret the results and map a diagnosis to an accepted definition of a specific learning difficulty (dyslexia). Successful completion of all the bespoke SpLD modules will allow you to apply for an Assessment Practising Certificate and gain your AMBDA with the British Dyslexia Association, or professional membership with Patoss. You will also have the opportunity to be listed as a recognised assessor by SASC.

In the third year, you will pick a topic of your choice related to the field of dyslexia and undertake your own research project. This is an opportunity for you to investigate aspects of policy/practice in your settings and make a tangible impact, or to investigate and engage in a wider debate within the field of dyslexia.

Note: If you currently hold an APC/AMBDA-D or equivalent for dyscalculia and wish to top up to qualify as a specialist dyslexia assessor, please contact Sarah Guest (s.guest@chester.ac.uk).  

Core Modules

This module explores diagnostic assessment and critical reflective practices for educators working with learners with SpLD. It is designed to equip education professionals with the knowledge and skills to conduct and interpret diagnostic assessments and to analysis the data to support targeted intervention and instruction. Through engagement with current theory and evidence-based practices, students will develop an understanding of the relationship between a learner's cognitive profile and their attainment in literacy and numeracy and the implications these have on instructional strategies and learner outcomes. The module also encourages a reflective approach, prompting educators to critically evaluate and adapt their own teaching practices based on insights from assessment data and cognitive understanding.

This module is designed to deepen students' expertise in diagnostic assessment within educational and professional settings, with a focus on both formal reporting and practical recommendations. Students will learn to use formal diagnostic structures to communicate assessment findings clearly and effectively to various stakeholders, including educators, parents, and professionals. They will also recommend tailored teaching, learning, and workplace strategies based on diagnostic insights that respond to an individual learner's needs. Students will examine how co-occurring conditions, cultural dynamics, and community factors may influence the diagnostic process and critically consider the impact of diagnostic labels on an individual's self-concept. Additionally, students will gain a thorough understanding of the assessor’s role within the professional community, examining both the legal and ethical considerations that inform best practices in diagnostic assessment.

This module gives students the opportunity to critically examine definitions and causal theories of a particular SpLD. Students will engage with contemporary debates surrounding the nature of the SpLD, critically evaluating research on cognitive, neurological, and environmental factors. Building on this foundation, the module will explore the typical development of language, literacy, and numeracy skills, allowing students to contrast normative developmental trajectories with those impacted by SpLD. Through this comparative analysis, students will develop a critical understanding of how SpLD affects individual learners and how to tailor support to their needs.

A significant focus of the module is on the principles of specialist, multisensory teaching methods. Students will learn how these methods—rooted in multimodal engagement and individualised instruction—can be applied to enhance learning outcomes for individuals with SpLD. Students will design, deliver, and critically evaluate a bespoke teaching or support programme tailored to an individual learner with SpLD. This practical element provides an opportunity to apply theoretical knowledge to a real-world situation, integrating effective planning and reflective evaluation skills. By the end of the module, students will be equipped with both the theoretical grounding and practical skills necessary to provide effective, specialised support for individuals with SpLD in diverse educational contexts.

This module provides a comprehensive exploration of the sociocultural, political, and legislative frameworks surrounding Special Educational Needs and Disabilities (SEND). It is designed for students interested in developing a critical understanding of disability discourse, policy implications, and practical strategies for supporting individuals with SEND. Through an interdisciplinary lens, the module will equip students to examine how historical and current policy frameworks influence practice and shape the educational experiences of individuals with SEND. Students will engage with both historical and contemporary SEND policies, critically evaluating the evolution of statutory and legislative contexts and the ways these influence practice within professional settings.

The module will also address the sociocultural constructions of disability, challenging traditional perspectives and encouraging reflection on inclusive practices. Students will analyse common barriers to learning and participation faced by individuals with SEND and will be introduced to evidence-based strategies for promoting inclusion and improving educational and social outcomes.

This module is designed for postgraduate students and professionals seeking to deepen their understanding of inclusive practices within diverse professional and educational contexts. It offers a critical exploration of theories, models, and policies that underpin inclusive practices, equipping learners to address systemic inequities and barriers to participation.

Students will engage in reflective practice, drawing on their personal and professional experiences to identify strengths and areas for growth. Through critical evaluation of current research and case studies, participants will examine the effectiveness of inclusive practices and identify opportunities for innovation and improvement.

The module emphasises advocacy, supporting students to develop strategies for promoting inclusive policies and practices in their own settings. By the end of the module, students will have the tools to drive meaningful change, contributing to a more equitable and inclusive environment for all.

This module provides a comprehensive introduction to research methods and design, equipping students with essential skills for conducting rigorous and impactful research. Students will explore a range of different approaches to conducting research, gaining practical experience in research planning, data collection, and ethical considerations. Emphasis is placed on selecting appropriate research designs for various questions and contexts.  By the end of the module, students will be prepared to independently design and execute research projects that contribute meaningfully to their field of study.

This module offers students an opportunity to undertake an independent research project in an area related to their final award. Through this module, students will develop critical research skills by designing, conducting, and presenting a research study that addresses a significant area of professional interest. This module encourages students to make a meaningful contribution to the field while honing skills essential for research, critical thinking, and current/future professional practice.

The information listed in this section is an overview of the academic content of the course that will take the form of either core or option modules and should be used as a guide. We review the content of our courses regularly, making changes where necessary to improve your experience and graduate prospects. If during a review process, course content is significantly changed, we will contact you to notify you of these changes if you receive an offer from us.

How You'll Learn

Mixture of tutor-led input, peer discussion, and group task activities

Coursework-style, authentic assessments are used throughout the course

This course has an in-person study option complemented by online learning

This course has a fully live online option

An aerial photograph of Exton Park with the text 'How we teach at the University of Chester'

How we teach at the University of Chester

The MA SEND with SpLD course has been structured to integrate with the work patterns of busy professionals. As most participants will be teachers or other educational professionals, the teaching is concentrated into six Saturdays each year on site, supplemented by six online evening seminars. These are spread across the academic year with two on site and two online sessions per module studied.

In addition to this direct contact, you should expect to spend time each week on independent study, which might include following asynchronous learning material on the University’s VLE, tutorial time with staff, using the University’s library, and preparing work for assessment.

All assessments in this course are designed using authentic assessment methods, ensuring real-world relevance and application. You will engage in meaningful tasks that mirror professional challenges, fostering deeper understanding, critical thinking, and practical skills that directly translate to your area of employment. The MA SEND with SpLD uses a variety of assessment methods, including presentations, reports, projects, and critical reflections, which will enable you to apply the topics studied to your own area of interest/background and to the age phase in which you are working.

Your Future Career

Job Prospects 

Students who successfully engage in the MA in SEND with SpLD will emerge as reflective practitioners and critical thinkers, equipped with the ability to articulate their views with confidence and conviction. They will also demonstrate an advanced understanding of special educational needs and disability theory, policy, and practice, combined with the practical skills necessary to drive meaningful change in diverse settings. There are opportunities to apply for external accreditation to become either an accredited teacher/practitioner and/or an assessor of SpLD upon successful completion of Year 1 and 2 respectively.

The course enhances participants' knowledge and understanding, while cultivating transferable skills such as:

  • Research
  • Technology integration
  • Problem-solving
  • Effective communication.

These competencies are highly valued in various professional environments and will support career progression across a range of roles within and beyond traditional educational settings. Graduates of the MA SEND with SpLD may pursue opportunities such as:

  • Leadership and Management Roles – Serving as Key Stage/subject/department heads, school leaders, or managers in educational settings, contributing to strategic development and improvement in schools or community education initiatives.
  • Special Educational Needs Roles – Working as inclusion coordinators, curriculum designers, or learning support specialists to address specific educational needs or working within a specialist setting.
  • Academia and Research – Teaching and conducting research in further or higher education institutions, shaping future educators, and contributing to the body of knowledge in education.
  • Policy and Advisory Roles – Advising local authorities, governmental bodies, or private organisations on special educational needs and disability policy, curriculum development, or professional training programmes.
  • Consultancy and Private Sector Opportunities – Providing expertise to educational publishers, ed-tech companies, or corporate training organisations.
  • International Education – Taking up positions in global or non-governmental organisations, focusing on special educational needs and disability development, training programmes, or capacity-building initiatives worldwide.

In addition to specific career pathways, the course equips graduates with a robust skillset that enhances their effectiveness in professional settings. The ability to critically analyse complex issues and innovate within their roles ensures graduates are well-positioned to make meaningful contributions to their workplace. This ensures that students leave the course as empowered professionals, ready to drive improvements and inspire positive change in education at all levels.

Careers Service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extracurricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.

Discovering Dyslexia

Course Leader, Sarah Guest joins us on Explain it to Me UoC to discuss our brand new MA Special Educational Needs and Disability with Specific Learning Difficulties pathway and Dyslexia in Education. Listen now!

 

Two female student teachers in training classroom setting.Two female student teachers in training classroom setting.

Beyond the Classroom

There'll be an opportunity to network with a range of professionals from different backgrounds.

Entry Requirements

Honours Degree

Applicants should normally hold a Bachelor's degree, 2:2 or higher, in an area broadly related to Education / Special Educational Needs and Disability. Those with a degree in a different area but with experience of working in a setting with children and young people with special educational needs and disabilities will also be considered.

Prior Work/ Voluntary Experience

Applicants should have some experience working in a special educational needs and disabilities environment, as this background will enhance their understanding and engagement with the course

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please select your country/region of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

For more information on our English Language requirements, please visit International Entry Requirements.

IELTS

6.5 (Min 5.5 in each sub-skill)

Honours Degree

Applicants should normally hold a Bachelor's degree, 2:2 or higher, in an area broadly related to Education / Special Educational Needs and Disability. Those with a degree in a different area but with experience of working in a setting with children and young people with special educational needs and disabilities will also be considered.

Prior Work/ Voluntary Experience

Applicants should have some experience working in a special educational needs and disabilities environment, as this background will enhance their understanding and engagement with the course

Fees and Funding

£6,060 for the full course (2026/27)

Guides to the fees for students who wish to commence postgraduate courses are available to view on our Postgraduate Fees page. Here you will also find information about part-time fees and project/placement year fees.

Who You'll Learn From

Sarah Guest

Senior Lecturer
Sarah Guest

Tracey Patterson

Deputy Head of Division
Tracey Patterson

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