Discover the programme in more depth
Download a brochure
- A Degree (Bachelor of Arts, Bachelor of Science or Bachelor of Education honours degree) plus Qualified Teacher Status (QTS or QTLS) plus recent and relevant teaching experience.
- A Degree (Bachelor of Arts, Bachelor of Science or Bachelor of Education honours degree) plus recent and relevant professional experience e.g. further or higher education support, employment support, independent school teaching or psychology or occupational/ speech and language therapy.
- Are currently employed (or very recently) in a school or college setting to work with learners with literacy difficulties/dyslexia/SpLD
- Excellent spoken and written English
IELTS 7 for applicants with English as a Second Language
For further information see the IELTS website ielts.org
Applicants who do not fulfil all the requirements above may be considered for ‘special entry’ if they can demonstrate other relevant academic and professional experience. Such applicants are advised to apply in the first instance and fully explain their experience in their application statement.
You can only refer to yourself as a specialist teacher if you already hold a teaching qualification.
If you do not hold a degree you may be interested in our Level 5 Diploma in Strategic Teaching Support for Dyslexia and Literacy (DADIP61). CPD Pathway route please note it is not necessary to to complete the Level 5 Teaching route before moving to Level 7 Teaching Certificate.
Course Content - Modules and University Credits
The Professional Certificate in Structured Teaching Intervention for Dyslexia and Literacy comprises THREE modules at level 7 which provide training as a specialist SpLD teacher/practitioner (you must complete the modules in the sequence given) gaining 60 credits towards a Master’s level qualification with Middlesex University London. The three 20 credit modules are:
Module A: Perspectives of Dyslexia and Literacy – 20 credits
- This module introduces the underpinning theory to the programme. It gives an overview of the current research into dyslexia and co-occurring difficulties and provides an opportunity to consider the processes that underlie cognition. The module then builds upon this understanding of cognitive processes so that participants gain an understanding of both typical and atypical language and literacy development. The factors that influence mathematical development are also considered. Overall the module provides the theoretical framework within which practitioners will be able to contextualise their understanding of the assessment process and teaching intervention planning as they work through the programme
Module B: Principles of Assessment for Dyslexia and Literacy – 20 credits
- This module is designed to give practitioners an understanding of currently debated issues on the assessment of literacy-related difficulties. The cognitive processes tapped during educational assessment testing are examined and the rudiments of assessment administration are considered. The module also provides the basics of statistical analysis in relation to interpreting assessment findings.
Module C: Structured Teaching Intervention for Dyslexia and Literacy – 20 credits
- The module is designed to give the participant an understanding of the theoretical framework within which to view the necessary elements of effective literacy support for learners with dyslexia and co-occurring difficulties. It aims to provide the understanding to develop both basic reading and spelling skills and higher order comprehension and higher order writing skills. It sets out the importance of explicit tuition in a range of areas including meta-linguistic awareness and academic language. It provides strategies that can be employed with a variety of learners in both individual and group settings. It is designed to enable the participant to collect placement data and use this to inform the planning and delivery of a series of lessons to a learner. Students will
be introduced to and use the Dyslexia Action Literacy Programme (DALP) during this module.
Supervised teaching is an essential part of Module C. Participants are required to find learners whose main difficulties are with literacy and who are not currently receiving any other form of specialist teaching support. Participants will be expected to select a learner in the age range in which they have trained, and teaching practice must be undertaken within a DfE registered or independent school and should be covered by the school DBS check and safeguarding arrangements (this does not apply to those based overseas although the school or college should be a registered organisation through the state authority). Further details can be found in the brochure above.
- Candidates are only allowed to enrol and pay for one module at a time. If you do not pass a module you will be able to undertake a re-submission process
- You will not be able to progress to the next module in the sequence until such time as the preceding module has been successfully completed.
After completion of Modules A, B & C you can study Modules D and E which will enable you to become a fully qualified Diagnostic Teacher/Assessor and gives you eligibility to apply for an Assessment Practising Certificate.
Progression - is this Certificate part of a wider programme
- Once you have completed and passed Modules A, B and C you will be a specialist SpLD teacher/practitioner. To become a fully qualified assessor of dyslexia/SpLD you should continue your studies and complete Modules D and E. Completion of Modules A, B, C, D and E (100 credits) will allow you to apply for an Assessment Practising Certificate (APC).
- If you already hold a Level 5 SpLD Diploma or Level 7 SpLD Certificate and have at least two years recent and relevant teaching or learning support experience in a dyslexia/literacy support setting you may be considered for direct entry onto our Professional Certificate in Assessment Practice for Dyslexia and Literacy Modules Bridge, B, D & E (60 credits)*
- Looking to gain the MEd Professional Practice in Dyslexia and Literacy you would need to complete Modules A, B, C, D, E and F (120 credits) and then complete the Enquiry-based SEND Practice Module (60 credits) with Real Training.
*please read our APL document before applying Accreditation of Prior Learning 2019-2020
The Postgraduate Level programmes delivered by Dyslexia Action Training can lead to the award of credit points, as indicated, by Middlesex University.
The Dyslexia Action Professional Programme is eligible for Associate Membership (ADG) of The Dyslexia Guild. and accredited by the British Dyslexia Association (BDA) for specialist teachers (ATS/APS).
Fees for the Structured Teaching Intervention for Dyslexia course are payable by module, one at a time, and must be paid in full before the start of the module or you will be referred to the next available start date
Pay Online at the time of module registration (UK and Overseas):
- Module A £1,250 +VAT *
- Module B £1,250 +VAT *
- Module C £1,650 +VAT.*
* Please note there is a Pay later fee of £25 +VAT for those choosing not to pay online at time of registration. All monies must be received before the start of the modules.
Please ensure that you download and read the information in the Downloads section before applying.
To apply, please download and complete the application form then send it to email@example.com
Entry Jan 2021: Apply by 30 Nov 2020.
Entry April 2021: Apply by Feb 2021 applications will open December 2020.
Entry July 2021: Apply by July 2021 applications will open April 2021.