View essential information and videos about the changes to teaching and learning and campus facilities from September 2020
|Course Length:||2 Years Part-Time|
|Start Dates:||February 2022, February 2023|
|Subjects:||Education and Teaching
|Location:||Solihull College and University Centre|
This programme, which is suitable for graduates working in educational settings, will provide you with an understanding of the critical debates and issues surrounding dyscalculia and mathematics learning difficulties. You will develop the ability to screen and plan a programme of intervention for learners with dyscalculia, engage in the screening and assessment of learners, investigate educational testing and psychometrics, and appraise contemporary teaching and learning strategies. You will also gain an appreciation of the wider social and emotional aspects of dyscalculia and mathematics learning difficulties. The programme incorporates a combination of critical thinking, evaluation and practical action to ensure you develop as a reflective education professional, equipped to make robust and evidence-informed decisions, as well as the expertise to demonstrate highly effective practice and support for learners with dyscalculia. On successful completion of the course, you will be eligible to apply for Associate Membership of the British Dyslexia Association (AMBDA Dyscalculia).
What will I study?
The course comprises four modules, one studied per semester, which explore the critical debates and issues surrounding dyscalculia and mathematics learning difficulties.
You will gain a deep understanding of current research, appraise a range of multi-sensory teaching and learning approaches, and critically reflect upon the difficulties that learners with dyscalculia may have to overcome in order to achieve their full potential in mathematics.
Gaining a critical awareness of different methods of educational testing and psychometric assessment, you will develop the expertise to make a clear judgement about whether individual learners may be considered dyscalculic.
Additionally, you will develop the ability to screen, assess, report and plan intervention programmes for learners with dyscalculia.
How will I study?
The programme will be delivered through a blended learning approach that consists of face-to-face sessions and supported online learning through the use of the University’s virtual learning environment (VLE).
You will be encouraged to share reflections using the discussion facilities provided within the virtual learning environment, enabling you to participate in discussions with a network of professionals and draw on this pool of experience and expertise.
You will be required to attend practical workshops and actively participate in all sessions and tutorials including online activities.
Face-to-face sessions take place at Solihull College and University Centre.
How will I be assessed?
The programme is assessed through a variety of methods including case studies, critical reflections, learner profiles, evaluated specialist teaching, observations of teaching, holistic diagnostic reports, and journals.
Who will be teaching me?
You will be taught by tutors with a wide range of expertise in a variety of academic disciplines, including inclusion and special educational needs, dyscalculia, dyslexia, leadership and management, educational research and systematic enquiry.
The structure and operation of the programme will support the development of a spirit of mutuality, providing opportunities for collaboration and the co-construction of educational knowledge, both with peers and the programme team.
All teaching observations will be carried out by tutors who hold Associate Membership of the British Dyslexia Association (AMBDA) status.
PBM4032Investigating Dyscalculia / Maths Learning Difficulties (30 credits)
Investigating Dyscalculia / Maths Learning Difficulties develops your understanding of the critical debates and issues surrounding dyscalculia and mathematics learning difficulties. The module will enable you to explore and develop good practice, including the skills, knowledge and understanding necessary for the identification of children or young people who may have mathematics learning difficulties or dyscalculia. You will analyse the potential impact of mathematics learning difficulties and dyscalculia on social and emotional development, explore potential barriers to learning, enhance your understanding of the commonalities and differences between dyslexia and dyscalculia, and develop the ability to plan and evaluate an effective programme of intervention.
Assessment: Coursework: 100%.
PBM4034Assessment and Practice for Learners with Dyscalculia (30 credits)
Assessment and Practice for Learners with Dyscalculia considers the impact of research on the existence of dyscalculia, including analysis of the causes of dyscalculia which underpin the arguments around contestability. The module provides the opportunity to develop an awareness of the impact of visual perceptive difficulties, working memory issues and mathematics anxiety on mathematical ability. You will also gain experience in interpreting a range of assessments in order to identify mathematics learning difficulties or dyscalculia.
Assessment: Coursework: 100%.
PBM4038Principles and Practice of Psychometrics in the Diagnostic Assessment of Dyscalculia (30 credits)
Principles and Practice of Psychometrics in the Diagnostic Assessment of Dyscalculia introduces you to the theory, principles and practice of educational testing and psychometric assessment. The module will equip you with a critical awareness of the various types and means of assessment of individual needs, strengths and difficulties. You will also develop skills in report-writing that are suitable for non-specialists as well as parents, learners and other relevant individuals. The module will enable you to make a clear judgement supported by a definition of whether a learner is considered to be dyscalculic.
Assessment: Coursework: 100%.
PBM4039Diagnostic Assessment and Teaching of Dyscalculia in Professional Practice (30 credits)
Diagnostic Assessment and Teaching of Dyscalculia in Professional Practice focuses on strategic support for learners with dyscalculia and maths-related difficulties. You will be introduced to a mixture of pre-existing curricular frameworks and learner-centred structured, multi-sensory teaching methods. The focus of the module is on working with learners with the full range of mathematical skills and helping prepare learners for exams and tests in mathematics including algebra, calculus and geometry as required. You will also develop an awareness of current legal and professional issues, the rights of individuals and the responsibilities of providers.
Assessment: Coursework: 100%.
You can expect to receive your timetable at enrolment. Please note that while we make every effort to ensure that timetables are as student-friendly as possible, scheduled teaching can take place on any day or evening of the week.
Every effort has been made to ensure the accuracy of our published course information, however our programmes are subject to ongoing review and development. Changing circumstances may necessitate alteration to, or the cancellation of, courses.
Changes may be necessary to comply with the requirements of accrediting bodies, revisions to subject benchmarks statements, to keep courses updated and contemporary, or as a result of student feedback. We reserve the right to make variations if we consider such action to be necessary or in the best interests of students.
You should be a practising professional, working as a teacher, lecturer or practitioner within an educational setting, and have a degree equivalent to UK first-class or second-class honours (2:2 or above).
GCSE Mathematics at Grade C or Grade 4 or above, or equivalent, is also required.
Recognition of Prior Learning
Edge Hill University recognises learning gained elsewhere, whether through academic credit and qualifications acquired from other relevant courses of study or through recognition of an individual’s professional and employment experience (also referred to as ‘experiential learning’). This may include credit or learning undertaken at another university.
Previous learning that is recognised in this way may be used towards meeting the entry requirements for a programme and/or for exemption from part of a programme. It is your responsibility to make a claim for recognition of prior learning. For guidance, please consult the University’s academic regulations (sections C7 and F3.1) or contact the faculty in which you are interested in studying.
What are my career prospects?
The programme will equip you with the professional attributes, skills, knowledge, attitudes and confidence required to understand the needs of individuals with dyscalculia, as well as provide highly effective specialist support and assessment within education environments.
You will graduate eligible to apply for Associate Membership of the British Dyslexia Association (AMBDA Dyscalculia), the UK membership association which is working to achieve a dyslexia-friendly society. This will ensure that you are recognised as a specialist teacher and assessor of dyscalculia and open up a number of progression routes into senior and specialist positions which support learners with dyscalculia in educational contexts.
Tuition fees for UK students enrolling on this Postgraduate Diploma in academic year 2021/22 are £2,040 per annum.
EU/EEA and Swiss students who have settled or pre-settled status under the EU Settlement Scheme, as well as Irish nationals, may be eligible for the UK tuition fee rate.
The University may administer a small inflationary rise in part-time postgraduate tuition fees in subsequent academic years as you progress through the course.
For comprehensive information about the financial support available to eligible UK students joining postgraduate courses at Edge Hill University in academic year 2021/22, together with details of how to apply for potential funding, please view our Money Matters 2021/22 guide at www.edgehill.ac.uk/postgradfinance2021.
EU/EEA and Swiss students who have settled or pre-settled status under the EU Settlement Scheme may be eligible to apply for financial support. Irish nationals should ordinarily apply to Student Universal Support Ireland (SUSI). Please see www.edgehill.ac.uk/eufinance for further details.
How to Apply
There is an online application process for this programme.
Applications for September 2021 entry will open soon.
Visit www.edgehill.ac.uk/applydirect for more information about the application process.
Should you accept an offer of a place to study with us and formally enrol as a student, you will be subject to the provisions of the regulations, rules, codes, conditions and policies which apply to our students. These are available at www.edgehill.ac.uk/studentterms.
Get in Touch
If you have any questions about this programme, please contact:
If you would like to talk to the programme leader about the course in more detail, please contact:
Course ChangesExpand All This page outlines any material changes to course content, programme structure, assessment methods, entry criteria, and modes of study or delivery, implemented in the past two years.
This page outlines any material changes to course content, programme structure, assessment methods, entry criteria, and modes of study or delivery, implemented in the past two years. No material changes have been made to the information for this programme in that time. Any future amends will be tracked here.
Covid-19 - Education (Dyscalculia) Essential Information
Education (Dyscalculia) Course StatementThe face-to-face sessions that would usually take place at venues in central locations such as Edge Hill University, London and Solihull will be delivered online for the duration of courses commencing in Spring 2021.
Teaching and Learning at Edge Hill University in 2020
In this video Pro Vice-Chancellor, Lynda Brady, answers your questions and explains how teaching will work when you join us at Edge Hill University in September.
Campus Facilities at Edge Hill University in 2020
In this video Pro Vice-Chancellor, Lynda Brady, explains how we’re preparing the campus for your arrival in September and the facilities that will be available.