Find out more about studying Special and Inclusive Education (Specific Learning Difficulties) MA at UCL (University College London)? We've gathered all the key details, entry requirements, modules, fees, and more. Take the next step by booking an open day to explore it for yourself.
MA - Master of Arts
UCL (University College London) - Bloomsbury Campus
Full Time
Sep 2027
1 Year
At the heart of this course is a belief that literacy is a gateway to opportunity, yet for many learners with Specific Learning Difficulties (SpLDs), this gateway can feel frustratingly inaccessible. In this course, you will engage with cutting-edge research and evidence-informed practice to better understand the needs of neurodiverse learners, and how to empower them through inclusive, responsive teaching. Input from a wide range of academic and professional experts ensures the programme remains relevant to real-world educational settings. This specialist course within the Master's in Special and Inclusive Education offers a rigorous academic and practice-based exploration of Specific Learning Difficulties (SpLDs), with a particular focus on dyslexia and literacy difficulties. Whether you are new to the field or seeking to deepen your existing expertise, the programme provides a comprehensive and critical grounding in the theory, research, and practice of inclusive education. The course equips you with a broad range of academic, professional, and transferable skills from critical analysis and research literacy to specialist teaching techniques and inclusive curriculum design laying the foundation for a meaningful and impactful career in the field of special and inclusive education. This programme would appeal to those working within education, both in the UK and within international settings (e.g., teachers, teaching assistants) who have an interest in working with children, young people or adults with special educational needs and disabilities. We particularly welcome those with personal experience of special educational needs and disabilities (SEND), e.g., family members, individuals with disabilities, including dyslexia. This programme is also available on a modular (flexible) basis, with a duration of 5 calendar years.
This module reflects on the implications of recent, current and relevant legislation in the UK and elsewhere on policy and practice in schools, colleges and other education-related settings. It includes critical analysis of the terminology of 'special educational needs', 'inclusion', 'exclusion' and 'labelling' and sets UK special education policy and provision into a wider international context. The focus is to relate participants' own professional experience to a range of diverse theoretical models and use knowledge, understanding, awareness and insights gained to generate own hypotheses and propose own 'solutions' to issues relevant to the field of special and inclusive education.
This is the dissertation module for the MA in Special and Inclusive Education and is only open to students from this programme.
This module is aimed at both practitioners and non-practitioners (e.g. parents, class teachers, teaching assistants, SENCoS, school leaders, Speech and Language therapists, Occupational Therapists, and other professionals) with an interest in how to support children and young people with Specific Learning Difficulties (such as dyslexia) using an evidence informed approach. Students will develop skills in evaluating and synthesising evidence, theory and practice.
This is the Report module for the MA in Special and Inclusive Education and is only open to students on this programme.
This module aims to enable participants (i) to acquire a critical understanding of research design and methodology and (ii) to be constructively critical about research issues relevant to the field of special education. Please note that this module is only available to students on the MA Special and Inclusive Education and MA Specific Learning Difficulties (Dyslexia) programmes.
By the end of the module, participants should have had an enhanced knowledge, understanding and awareness of theoretical models of the processes underlying printed word recognition and production in skilled readers and spellers, and the ways in which these processes might develop in children. The ability to understand and critically evaluate the proposed causes and explanations of specific learning difficulties (dyslexia) and the implications of these for practice with children. An enhanced knowledge and understanding of research based theoretical perspectives and have the ability to apply this knowledge to an analytical understanding of the processes used by children struggling with reading and spelling. Develop self-reflection in applying new knowledge and understanding to practice.
A fee deposit will be charged at 2.5 percent of the first year fee
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