Expand+General Entry Requirements
Applications are welcome from primary teachers, post-primary teachers and other professionals in the education community. Applicants are required to have a Honours degree with a minimum of H2.2. Standard entry procedures ...

Hide-General Entry Requirements
Applications are welcome from primary teachers, post-primary teachers and other professionals in the education community. Applicants are required to have a Honours degree with a minimum of H2.2. Standard entry procedures with disabilities apply.

• Applicants should include their Teaching Council Registration Number when making their application on PAC.

• Students will be required to undertake diagnostic assessment of individual learners over the course of the programme. Please indicate that you have access to learners at (a) primary OR (b) post-primary OR (c) further education level.

International Applications
International candidates are expected to have educational qualifications of a standard equivalent to those outlined above. In addition, where such candidates are non-native speakers of the English language they must satisfy the university of their competency in the English language. For further information on international applications click here.

Primary and post primary applicants must be registered with the Teaching Council of Ireland.

Expand+Introduction
The Master of Education in Specific Learning Difficulties (Dyslexia) is a part-time two-year level 9 programme. The programme has also been accredited by the British Dyslexia Association and graduates are eligible for Associate Membersh...

Hide-Introduction
The Master of Education in Specific Learning Difficulties (Dyslexia) is a part-time two-year level 9 programme. The programme has also been accredited by the British Dyslexia Association and graduates are eligible for Associate Membership of the BDA (AMBDA). With AMBDA status, the dyslexia specialist teacher is internationally recognised to undertake dyslexia assessment and specialist teaching. The MEd SpLD/Dyslexia also reflects the competences, knowledge and professional skills identified by the International Dyslexia Association and the International Literacy Association.

The MEd SpLD/Dyslexia addresses three core areas of knowledge and practice:
• Understanding the development of language and literacy learning
• Identifying and assessing specific learning difficulties/dyslexia;
• Managing curriculum based interventions and evidence based practice and support

The programme aims to build capacity in schools in the area of SpLD/Dyslexia and to develop teachers who would be expected to:
- Select, administer and interpret detailed diagnostic assessments and use appropriate psychometric tools

- Effectively identify and use appropriate strategies, interventions and approaches to support learners with Dyslexic-type difficulties

- Provide expert advice to parents and professionals in different settings and at all levels

- Support mainstream teachers, contribute to the effective working of multi-disciplinary teams and lead a multi- disciplinary team

Programme
The programme aims to build capacity in schools in the area of SpLD/Dyslexia and to develop teachers who would be expected to:
• Select, administer and interpret detailed diagnostic assessments and use appropriate psychometric tools

• Effectively identify and use appropriate strategies, interventions and approaches to support learners with Dyslexic-type difficulties

• Provide expert advice to parents and professionals in different settings and at all levels

• Support mainstream teachers, contribute to the effective working of multi-disciplinary teams and lead a multi- disciplinary team

In the first year of M Ed SpLD/Dyslexia students focus on theories and models of language and literacy development; and the identification of learning differences underpinning specific learning difficulties. They reflect on their own practice and build experience in evaluating programmes and methods to support the development of literacy across the curriculum. Students also undertake literacy assessments in reading, writing, spelling, mathematics, and create an individualised support and intervention programme.

In the second year students gain a critical understanding of diagnostic assessment using standardised assessment tests and develop professional expertise in assessing students and in writing professional reports containing recommendations for intervention. They complete a Professional Practice Portfolio (PPP) based on in-depth assessments, analysis and learner support. An action research element is an integral part of Year 2 as students develop professional expertise and leadership in the area of SpLD/Dyslexia in their school or work contexts.