Graduate Diploma in Special Educational Needs (SPED/SEN)


N.B: The admission for this Extended Diploma Program is done only when the Diploma program is completed. 


The aim of this Graduate Diploma in Special Educational Needs is to provide substantial theoretical and practical continuing professional development to teachers working with students with Special Educational Needs (SEN).

This programme is open to all serving teachers who are employed in a position and who provide Special Education Teaching in recognised Primary schools, Post-Primary schools, and other recognised Educational Services. Teachers serving in special schools and special classes are also eligible to apply. The programme is designed specifically to assist teachers in meeting the learning and teaching needs of students with special educational needs. Potential applicants must therefore have a teaching role in relation to students with special educational needs.

It provides a broad overview of special education and provision in the worldview context. In addition to offering an in-depth exploration of an SEN area of choice (Autism, Dyslexia, Attention Deficit Hyperactivity Disorder, Mild General Learning Disabilities, Emotional & Behavioural Disorders, Down syndrome, etc.) for each participant.


Detailed Programme Facts


Deadline and start date:

A student can apply at any time for this programme, there is no deadline.


Duration description:

 150 hours


Delivery mode:

 Regular / Online


Developing the Carrier

Alternative you can find employment in any of these areas:

 SEN Teaching Assistant

 Teaching Assistant

 Foster Carer

 Children and Families Support Worker

 Learning Mentor

 With further study, learners could become a fully qualified SEN or mainstream teacher, or interested in related careers that would require further study, including:

  • Communication Support Worker
  • Early Years Tutor
  • Higher Level Teaching Assistant
  • Portage Home Visitor


Course Content:


Learning Disability

Phase 1: Understanding Learning Disabilities

Phase 2: Identifying Students with LDs

Phase 3: Making sense of the IEPs

Phase 4: Understanding Service Locations

Phase 5: Learning the Right Teaching Strategies

Phase 6: Helping Students with Word Identification Problems

Phase 7: Helping Students with Reading Comprehension Problems

Phase 8: Helping Students with Written Expression Problems

Phase 9: Helping Students with Math Reasoning and Calculation Problems

Phase 10: Modifying Your Classroom

Phase 11: Managing Student Behavior

Phase 12: Linking Home and School



Phase 1: Understanding Students With ADHD

Phase 2: The Diagnostic Process

Phase 3: Are They Putting in the Effort?

Phase 4: ADHD and Brain Activation

Phase 5: ADHD and Activity Level

Phase 6: Attention and ADHD

Phase 7: The Emotional Impact of ADHD

Phase 8: Memory

Phase 9: Problem-Solving for Academic Performance

Phase 10: Classroom Beliefs and Rules

Phase 11: Preplanning and Facilitating an ADHD-Friendly Classroom

Phase 12: Student Self-Reliance



Phase 1: Meet your Students with Autism

Phase 2: Understand the Common Characteristics of HFA/AS

Phase 3: Discover How Your Students Think

Phase 4: Nurture Students’ Social Skills

Phase 5: Encourage Language Reciprocity

Phase 6: Work With Sensory Sensitivities

Phase 7: Nurture Special Interests

Phase 8: Encourage Homework Completion

Phase 9: Counter Runaway Emotions and Meltdowns

Phase 10: Redirect Violent Fixations

Phase 11: Foster Attentiveness

Phase 12: Plan for the Future