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Dyslexia – Professional Report Writing30 creditsMaster of EducationOnlineContinuing Professional DevelopmentValidated by Middlesex University


professional report writingDo you want to really learn how to assess and identify individuals with dyslexia effectively, sensitively and individually?

If you do, and you already have CCET and one of the following:

Associate Membership of The Dyslexia Guild (ADG), or British Dyslexia Association Approved Teacher Status (ATS) or Approved Practitioner Status (APS), or hold level 5 or level 7 SpLD specialist teacher/practitioner qualifications which would make you eligible for ADG/ATS/APS, then Dyslexia – Professional Report Writing is your gateway to the SpLD Assessment Practising Certificate (APC).

Gain the professional advantage with the only dyslexia assessment study programme to have been developed by leading educational psychologists (EPs) in partnership with teaching professionals.

Please note

If you are looking for a course on early intervention and working with groups of children, then the Dyslexia – Leadership and Intervention module may be a better fit for you.

Dyslexia - Professional Report WritingModule Leader – Jane Warren

Jane Warren is an independent dyslexia consultant. She is an Associate Member of the British Dyslexia Association, a Professional Member of PATOSS and ADSHE, and a QA reviewer for ADSHE whom she represents on the Board of SASC. Jane also holds an Assessment Practising Certificate and has carried out diagnostic assessments regularly since 2005.

Why take this module?

  • Learn exactly how to assess individuals who may have dyslexia.
  • Take a unique SpLD Assessment Standards Committee (SASC) approved course designed by EPs and teachers in partnership.
  • Access the gateway module to the SpLD Assessment Practising Certificate (APC).
  • Gain 30 credits and count them towards a PGDip, PGCert, or an MEd in SEND.
  • Choose this recognised path to the SpLD APC – awarded by either The Dyslexia Guild, PATOSS or the British Dyslexia Association.

Just three steps to your Assessment Practising Certificate (APC)

If you want to be a specialist teacher, you simply need to complete the three unique steps illustrated below to gain your APC.

  • First, you need to hold either the Associate Membership of The Dyslexia Guild (ADG), British Dyslexia Association Approved Teacher Status (ATS) or Approved Practitioner Status (APS), or hold level 5 or 7 SpLD specialist teacher/practitioner qualifications which would make you eligible for ADG/ATS/APS
  • Secondly, you need to successfully complete CCET or CPT3A (which you can take with us). then register for the British Psychological Society’s (BPS’s) Register of Qualifications in Test Use (RQTU)
  • Finally, you need to complete this module. You will be eligible to apply for an APC as soon as you successfully complete these three elements.

Your straightforward route to the SpLD APC

Why do specialist teachers need the SpLD APC?

An APC is a recognised licence to practise for specialist teachers/assessors. It confirms that the specialist assessor has the appropriate qualifications to undertake full assessments for dyslexia/SpLD to provide evidence to support an application for the Disabled Students’ Allowance (DSA). It also confirms that specialist teachers/assessors have kept their professional practice up-to-date and that their practice has been externally verified as continuing to meet defined competency standards.

Please note

You might also wish to combine this module’s individualised assessment approach with our sister Dyslexia Leadership modules to gain an invaluable joined-up understanding of the needs of pupils, classes, schools, and organisations.

How will you benefit?

Add real value to your school

Our Dyslexia: Professional Report Writing module will enable your school/setting to:

  • Gain a deeper understanding of dyslexia and the real needs of dyslexic students.
  • Identify individuals who require additional support.
  • Produce and use a rigorous, evidence-based framework for assessment and reporting.
  • Foster and develop knowledge and skills that enable you to create a clear learning path for those with dyslexia, based on a holistic analysis of their strengths and key areas for future development.

Develop professional expertise

  • Put yourself in pole position to apply for the SpLD Assessment Practising Certificate (APC).
  • Understand the key dyslexia assessments that need to be used to help each individual.
  • Further, develop your understanding of specific learning difficulties with a focus on dyslexia.
  • Develop dyslexia assessment tools that enable you to write reports to the APC standard.
  • Significantly enhance the quality of your assessment of each individual, whether or not each assessment leads to a diagnosis.
  • Obtain a comprehensive understanding of the academic debates in this area, changes in relation to definitions and terminology over time and the role of discrepancy analysis.
  • Familiarise yourself with the key components of a rigorous and professional dyslexia assessment.
  • Put your enhanced conceptual understanding of dyslexia into practice.
  • Learn how to conduct a full professional assessment and make the best possible judgment.
  • Develop your broader practice, knowledge, and skills through reflection.

Learn on the job

  • Harness your day-to-day professional experience and work with your tutor to develop your skills.
  • Explore aspects of your own and others’ practice using theories, reflection, and activities to help you.

Engage with flexible e-learning

  • Study online and integrate your learning into your working day.
  • Work at a time and pace that suits you.
  • Take part in a flexible module that draws on a broad range of learning tasks and practical experience.
  • Work closely with your peers and dedicated tutors online.
  • Access our sophisticated online learning platform and utilise the latest technologies: video and multimedia content, access to two thousand full-text journals, case studies and problem-based scenarios, directed reading, structured learning logs, online discussion, online questionnaires, peer evaluation, student forum and occasional webinars (with tutors and guest lecturers).

Accrue credits towards your Master of Education (MEd)

This course is part of our MEd and SEND Programme (MEd SEND). It is designed, delivered and assessed by Real Training and quality assured and awarded by Middlesex University.

  • Attain 30 Masters-level (M-level) credits when you successfully complete the Dyslexia Professional Report Writing module. Get 180 credits and the MEd is yours.
  • Obtain a PGCert or PGDip by combining this module with our other modules, including Dyslexia: Leadership and intervention.

Connect with your peers

  • Obtain exclusive access to Campus OnlineTM.
  • Interact with your peers using our advanced learning platform and our unique student forum.

Please note

We will ensure that you never feel lonely or unsupported in your studies.

Liaise with experienced tutors

  • Enjoy dedicated specialist support from a broad range of experienced tutors.
  • Work with a professional tutor and receive dedicated support from the module team – made up of experienced EPs and specialist teachers with an APC and AMBDA.

Our SENCOs and EPs know the education sector inside out.

Choose a start date that suits you

Start the Dyslexia Professional Report Writing module in January, May, or September.

Book and enrol before 15 September to join our next cohort.

The module content

Dyslexia: Professional Report Writing

Strand one: Understanding the concept of SpLD and the history of dyslexia identification

  • Critically explore the history and concepts behind specific learning difficulties with a primary focus on dyslexia and co-occurring conditions such as dyspraxia and ADHD.
  • Focus on synthesising information from the literature and research in this area from professional publications and guidance relating to the understanding of SpLD and its assessment.
  • Create a timeline outlining and summarising the most significant publications, developments and changes in dyslexia; while also considering the impact and implications of these progressive developments on your understanding of SpLD in teaching and learning.
  • Take part in lively critical discussions on SpLD via our interactive forum in Campus OnlineTM.
  • Start to create an assessment checklist consisting of a list of key questions that an SpLD assessment must address. You will develop this throughout the module and it will form the basis of a comprehensive assessment that takes into account a broad range of factors relevant to the identification of dyslexia.

Strand two: The components of a thorough dyslexia assessment

  • Consider the important components of a rigorous and professional dyslexia assessment, enabling you to put into practice the conceptual understanding of dyslexia that you gleaned from the first strand.
  • Consider the use of psychometric tests and a range of wider assessment techniques, including ability, attainment and diagnostic tests of specific cognitive skill.
  • Undertake a focused evaluation of two tests and consider their particular contribution within a dyslexia assessment.
  • Examine the statistical analysis of test data and critically consider the notion of statistically significant differences between test scores.
  • Refine the assessment checklist that you started in the first strand and consider and notes down the appropriate tools and assessment procedures for answering the questions that you have formulated.
  • Consider the meaning and interpretation of a set of given test results provided as a case study on Campus OnlineTM; discuss your interpretation with other delegates in the discussion forum.
  • Complete a multiple-choice questionnaire testing the accuracy of your statistical analysis of test data.
  • Compare and contrast existing professional dyslexia reports, evaluating their approach, style, and content.

Strand three: Conducting rigorous assessments and writing professional reports

  • Consolidate the skills and knowledge that you gained in the first and second strands in the consideration of the wider factors involved in conducting a full professional assessment and in making good judgments.
  • Reflect on your developing practice, knowledge, and skills.
  • Draw up a plan for a full dyslexia assessment – gather background information; consider specific hypotheses and questions that inform the assessment; consider issues of confidentiality and data protection; clarify the purpose of and rationale for the assessment.

How will you be assessed?

You will need to produce:

  • A written assignment analysing and critiquing the history of the identification of dyslexia including the discrepancy model (1,500 words).
  • A case study analysis, for which background information and test results are provided (1,500 words).
  • Three written example reports (2,500 words each) stemming from a full SpLD assessment, outlining the rationale and evidence for the identification of a specific learning difficulty.
  • A short learning log of practice change over the duration of the module and comparative analysis of pre- and post-module style and skills (500 words).
  • Two video submissions (DVD or file upload) demonstrating competencies in the direct assessment of a client.

How is the module delivered?

  • You will develop your professional knowledge and understanding through practice – it’s the best way to learn.
  • Campus OnlineTM will support you with content that complements your learning every step of the way.
  • Study with some of the finest practitioners around.
  • Engage with outstanding content and practical activities that truly enhance your professional development.

Are you eligible?

You need to have:

  • Either Associate Membership of The Dyslexia Guild (ADG), a British Dyslexia Association accredited Approved Teacher Status (ATS) or Approved Practitioner Status (APS) qualification, or hold level 5 or 7 SpLD specialist teacher/practitioner qualifications which would make you eligible for ADG/ATS/APS.

Please note: if you do not hold a membership, you will need to demonstrate eligibility prior to joining the course.

In addition to this, you will also need to:

  • Have completed the Certificate of Competence in Educational Testing (CCET).
  • Be registered or be on course to register for the British Psychological Society’s (BPS’s) Register of Qualifications in Test Use (RQTU) and either have gained/be on track to gain the BPS’s Test User Educational Qualification.
  • Demonstrated that your registration has been maintained if you have already attained the BPS’s Test User Educational Qualification.

You should also:

  • Possess an undergraduate degree.
  • Work in or have access to an education setting.
  • Have access to a wide range of psychometric tests.

Please note that in order to complete this module you will require access to a wider range of psychometric tests than that used for CCET. 

Are you based in an international setting?

This course is available online and can, therefore, be completed anywhere in the world. Please click here for advice on payment options and other information relevant to those studying outside of the UK.

How much does it cost?

The fee for the Dyslexia Professional Report Writing module is a little more than our other 30-credit modules because we include even more professional tutoring and the course is approved by the SpLD Assessment Standards Committee (SASC).

As always, we can offer you a flexible range of fees to suit your finances:

  • Single payment of £1,600 + VAT.
  • Three monthly instalments of £558 + VAT.
  • Ten monthly instalments of £172 + VAT.

Speak to us (01273 35 80 80) or make a booking.

When does the course start?

Cohorts begin in January, May, and September. The course runs for a full year.

Book and enrol for the Dyslexia Professional Report Writing course before 15 September to join our next cohort.

Please note: as it takes time to process your application and payment, we strongly recommend to register as soon as possible, so that you don’t miss the next intake.


‘I think the online programme resources were clearly laid out and easily accessible. I found the videos of the assessments being carried out of great help and they made for a great reference tool.’ Ama Boaten-Rolfe

‘Julie has been very positive and encouraging. Her feedback was clear and I feel that she has helped me to develop my practice.’ Natalie Davis

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