|Course Length:||1 Year Part-Time|
|Start Dates:||February 2020, February 2021|
|Department:||Faculty of Education|
|Location:||Solihull College Conference Centre|
- Join a specialist programme accredited by the British Dyslexia Association (BDA);
- Immerse yourself in a course strongly rooted in effective practice which focuses on improving provision in settings for learners with dyscalculia;
- Make a positive impact on your own practice.
This programme, which is suitable for graduates working in educational settings, will equip 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, as well as engaging in the completion of reports based on the screening and assessment of learners. You will be equipped with a clear understanding of a range of approaches to effective teaching and learning and gain an appreciation of the wider social and emotional aspects of dyscalculia and mathematics learning difficulties. The programme provides a combination of critical thinking, evaluation and practical action to ensure you can demonstrate highly effective practice and support for learners with dyscalculia.
What will I study?
The course comprises two 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 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.
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 two workshops and actively participate in all sessions and tutorials including online activities. Face-to-face sessions take place at Solihull College Conference Centre.
How will I be assessed?
The programme is assessed through a variety of methods including case studies, pupil profiles, evaluated specialist teaching, observations of teaching, and holistic diagnostic reports.
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.
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%.
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.
To join this programme, you should be a practising professional, working as a teacher, lecturer or practitioner within an educational setting, and have an undergraduate degree or equivalent.
Applicants who do not meet these requirements may also be considered on an individual basis.
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’).
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 at the start of your programme. For guidance, please consult the University’s Recognition of Prior Learning Policy and 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 and provide highly effective specialist support to them.
Tuition fees for studying on this Postgraduate Certificate are £34 per credit for UK and EU students enrolling on the programme in academic years 2019/20 or 2020/21.
60 credits are required to complete a Postgraduate Certificate.
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 and EU students joining postgraduate courses at Edge Hill University, together with details of how to apply for potential funding, please view our Money Matters guide for your intended academic year of entry.
How to Apply
There is an online application process for this programme. Apply online at www.edgehill.ac.uk/applydyscalculia.
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:
- Professional Learning Inclusion Programmes Administration Office
- Email: ProfessionalLearning@edgehill.ac.uk
If you would like to talk to the programme leader about the course in more detail, please contact:
- Anne McLoughlin
- Tel: 01695 657163
- Email: firstname.lastname@example.org
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.