The programme provides a broad and critical perspective of language literacies and literacy difficulties/dyslexia through sociocultural and cognitive research, as well as education policies. It embraces school and further educational demands of literacy skills, the demands of family and social literacy practices, and peer demands of new literacies, such as digital literacies. The programme establishes the fundamental relationship between language and literacy in typical and atypical development. Students study literacy difficulties/dyslexia in contexts of monolingual, multilingual and multimodal (eg digital literacies).
Studying at a distance means you can work from anywhere, such as in your home or workplace in the UK or overseas. All your studies will be in English and it is a requirement that you practice in an educational context of monolingual or additional English (EAL/ESL/EFL). Reference would be made to contexts that are multilingual and multimodal.
Applicants need to have:
a degree (2.1 or equivalent);
professional access to working with learners who have literacy difficulties, e.g. as a teacher, teaching assistant, SLT, OT. Access in parental or voluntary capacity does not meet this criterion;
two years professional practice experience is highly recommended for Masters level study in literacy difficulties.
You will also be expected to have:
professional access to learners with these specific difficulties in your work context,
opportunities to assess and work with at least three learners with literacy difficulties in September-July,
access to age appropriate, up to date assessment/ testing tools and intervention programmes for literacy difficulties,
opportunities to observe age appropriate, up to date standardised tests being used,
access to filming yourself for the observed practice tasks (i) using a standardised test with a learner and (ii) engaging in specialist teaching with selected learners, and
some professional support for this work in your wider professional context.
Obtaining a visa can be a lengthy process. Please allow sufficient time to obtain your visa. Find out more about the visa requirements
English language support - before your course starts
The University offers Presessional English courses for students whose IELTS score does not meet the entry requirements. If you successfully attend one of these courses you won’t need to retake IELTS.
English language support - during your studies
BIA provides free English language services to international students who are currently studying on undergraduate or postgraduate courses at the University of Birmingham. Services include Open-access English classes, online self-assessment, online materials through CANVAS, email answers to quick questions and individual one to one tutorials. For a small fee, BIA also offers classes for partners of international postgraduate students and staff, social events including day trips and HOST visits.
The Language, Literacies and Dyslexia programme, is aimed at teachers, speech and language therapists and other professionals working with children, young people and students in further and higher education at pre-16 and FE/HE education levels who have difficulties with learning literacy skills.
Language and literacies in development.
Identification and assessment of dyslexia/literacy difficulties.
Managing curriculum and intervention for dyslexia/literacy difficulties.
The PGDip level of the Language, Literacies and Dyslexia course allows professionals to learn more about inclusion and other learning difficulties by selecting modules from the DISN menu of distance education modules. Students completing five subject modules (Years 1 and 2) may study the research methods module Practitioner Inquiry in Education (PIE) and do a dissertation study, consisting of a literature review, data collection, data analysis and write up (MEd only).
The PGCert award in Language, Literacies and Dyslexia will allow professionals in the field to apply for BDA awards. The BDA offers two professional practice awards on successful completion of the PGCert at the University of Birmingham. The Associate Member of the Dyslexia Association (AMBDA) is awarded to teachers with qualified teacher status or equivalent and the Approved Teacher Status (ATS) is awarded to professional practitioners with other professional qualifications and Speech and Language Therapists.
Together these awards are recognised in the UK as a basis for specialist practitioners to be employed to assess and teach learners with dyslexia and literacy difficulties of school age or in further and higher education.
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