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Master of Arts in Special Educational Needs / Additional Learning Needs

JOIN THE MA PROGRAMME THAT GIVES YOU PRACTICAL STUDENT SUPPORT SKILLS

In the Master of Arts in Special Educational Needs/Additional Learning Needs (MA SEN/ALN), you will combine theoretical learning with hands-on educational therapy experiences, sharpening your professional responses in the support and understanding of students with mild SEN who attend mainstream schools.

Upcoming Intake: 29 May – 2 June 2023
Applications Close on 10 May 2023

The programme has exposed us to western perspectives in addition to the Singapore perspective and enabled us to think beyond the traditional special school classroom. The concept of inclusion is deeply instilled in our minds. The course not only increased our academic knowledge, but also fostered the consideration of the best interest of each individual learner with special needs.
Sha Lan
Sha Lan
DAS Educational Therapist

The Master of Arts in Special Educational Needs / Additional Learning Needs (MA SEN/ALN) has been designed to provide for the continuous professional, academic and personal development of participants who are drawn from a range of backgrounds which are related to the field of Education. Past course participants included school leaders and teachers, Special Educational Needs (SEN) Officers, parents and caregivers of learners with a range of SEN.

Having its foundation in the professional and established SEN framework from the University of South Wales, the MA SEN / ALN programme in Singapore is further supplemented with local perspectives and practices to ensure its relevance for the local context. This is a programme that brings together high-quality evidence-based SEN practices from the East and the West.

The programme encourages the effective synthesis of theoretical and practical knowledge and allows practitioners to develop their skills of communication, analysis and research in the field of SEN at the Master’s level.

Teaching and Delivery

Each taught module is 30-hour long, delivered across five days. Dual mode learning is provided i.e. students can choose to attend physical or online lectures. The lectures are delivered by DAS Academy and University of South Wales (UK) lecturers with extensive field experience.

Assessment

Module assignments include essays, critiques, written proposals and oral presentations.

Upcoming intakes and application period

This programme admits students in March, May, September and November. Application period for upcoming May 2022 intake is 26 March – 26 April 2022.

Teacher-student ratio

This programme has a student-teacher ratio of 1:35.

Additional information about the MA SEN/ALN such as Module description, Programme schedule, Fees, Entry criteria (alternative entry) and Programme review can be found in the tabs above.

View our online preview session, click here

COURSE FEE EXIT AWARD FEES*
4 Modules + Dissertation Research-based Dissertation Pathway
  • 4 Modules (including RM
  • 60-credit Dissertation
Or  Desktop-based Dissertation Pathway
  • 5 Modules (including RM)
  • 30-credit Dissertation
 Master of Arts $28,614.90
*The Credit Card Instalment Payment Plan (IPP) is applicable for OCBC Visa/Mastercard.
  • The eligible cardholder may choose to pay in Monthly Instalments over 6 and 12 months.
  • A minimum amount of $500.00 for each transaction.
  • The IPP is interest-free to cardholders.
Wef 1 Jan 2023 (incl. of GST at 8%)
Non-refundable Application Fee $108.00
Late Payment Fee $32.40
  • Module fees are inclusive of one reassessment opportunity. Module fees will be chargeable again for the retake of the module.
  • All fees are subject to change annually. The fees above have been updated and are accurate as of 3 Jan 2023.
  • All fees listed are in Singapore dollars (S$) and are inclusive of Goods and Services Tax (GST). With effect from 1 Jan 2023, all fees shown will be inclusive of the prevailing GST of 8%.

The University of South Wales was established in 2013 following the merger of the University of Glamorgan and the University of Wales, Newport.

Both institutions that have come together to create the University of South Wales have a rich and varied history, and can each trace their roots back more than 170 years.

The University is a large and diverse organisation with staff and students from a broad range of backgrounds and experiences. We aim to create a tolerant environment where everyone can reach their full potential. It is a diverse academic community, brought together by a shared commitment to the transformation of lives through knowledge and education.

For further information about the university, please visit www.southwales.ac.uk. DAS Academy is a collaborative partner of the University of South Wales.

Interested to deepen your knowledge of dyslexia and other specific learning differences but don’t know where to get started?

Watch this Preview Session to find out more about the higher education courses we offer, the Master of Arts in Special Educational Needs/Additional Learning Needs and the new Specialist Diploma in Learning Support for Specific Learning Differences.

Programme Structure

MASEN ALN Programme Structure

 

The MA SEN/ALN is registered as a 36-months programme with the Committee for Private Education (CPE) and offers two study pathways:

  1. By Research (180-credits): Complete four taught modules (30 credits each) followed by a research dissertation (60 credits)
  2. By Coursework (180-credits): Complete five taught modules (30 credits each) followed by a desk-based dissertation (30 credits)

Exit awards are available for students who wish to exit the programme after 60 credits (Postgraduate Certificate) or 120 credits (Postgraduate Diploma). 

Each module (except Dissertation) will be delivered in block format (5 full days) during the MOE school holidays, via in-class lectures. In-class lectures will include a variety of teaching methods such as group discussions, case study discussions and presentations. The lectures are conducted by local lecturers, occasionally joined by visiting lecturers from the University of South Wales (UK) and local expert practitioners. At the end of the taught lectures, students are expected to engage in independent study of their assignment and to continue the discussion with their lecturers to maintain the momentum of learning.

 

This module covers the most common learning difficulties and disabilities encountered in a mainstream educational setting. An appreciation of the difficulties is the first step towards making a positive contribution to inclusive education. The module discusses the changing perceptions of SEN and the practice of inclusive education in the context of the local landscape, with reference to international practices.

Module Aims
• To critically engage with and evaluate national and international research and literature in relation to theories, policies and contexts for SEN/ALN and learning disabilities.
• To raise students’ capability to adopt a holistic approach to meeting the needs of individuals with
SEN/ALN and learning disabilities across the life-span.
• To examine practice in SEN/ALN, learning disabilities and inclusive education and critically reflect upon the tension between identification of need and the philosophy of inclusion.
• To develop in-depth knowledge and understanding of the range of SEN/ALN and learning disabilities which is informed by current multi-disciplinary scholarship and research.

Lecturers

  • Sharon Drew, Adjunct Lecturer
  • Rebecca Shalinah, Associate Lecturer

The module addresses the aetiologies, manifestations and implications of dyslexia and co-occuring specific learning difficulties (SpLD), including their complexity and diversity. It focuses on the identification and assessment of students with SpLD and the use of this assessment data to design relevant programmes of intervention. Besides focusing on specific difficulties in literacy and numeracy, it will also cover the wider spectrum of potentially associated conditions e.g. Dyspraxia, ADHD and Asperger’s Syndrome, demonstrating clearly the inter-relatedness of many aspects of SEN covered in the MA SEN/ALN programme.

Module Aims
• To provide opportunities for students to acquire a knowledge and understanding of dyslexia, relating theory to practice.
• To provide opportunities for students to acquire a knowledge and understanding of the identification and screening of dyslexia.
• To enable students to consider and critically reflect on a range of response options which will enable dyslexic children and adults to manage their difficulties and improve basic literacy skills within their capabilities.
• To enable students to critically review recent research underpinning the current theories and methods of teaching learners with dyslexic-type difficulties.

Lecturers

  • Dr June Siew, Head of DAS Academy
  • Priscillia Shen, Assistant Head of DAS Academy

This module focuses on individuals and groups of children and young people with Attention Deficit Hyperactivity Disorder (ADHD); child and adolescent mental health (CAMH) difficulties and/or social, emotional and behavioural difficulties (SEBD). The module discusses the different approaches used to manage these difficulties with a particular focus on the relevance to our local context.

Module Aims
• To support students in developing a critical understanding of policy and practice and research in relation to managing and supporting children and young people with CAMH difficulties and SEBD.
• To use experiential learning to explore a range of interventions, and where appropriate for students to reflect on their relevance and application to their own work contexts.
• To enable students to plan effectively for individuals and groups of children and young people with CAMH difficulties and SEBD within a range of health, social care, and educational contexts and to be able to support and advise colleagues in this field.
• To support students in developing an understanding of effective partnership working with families and multi-agency collaboration.
•To provide students with an understanding of legislation, policy, and the organisation of CAMH Services.
To develop student’s ability to critically review national and international research relating to the effectiveness of interventions appropriate for CAMH difficulties and SEBD.

Lecturers

  • Priscillia Shen, Assistant Head of DAS Academy

This module enables students to develop a specialist evidence-based intervention programme at the individual level, based on a dyslexic learner’s assessment data. This module introduces students to a range of skills, knowledge and tools, including ICT, to facilitate supporting, advising and assisting colleagues to formulate and enact appropriate responses to the needs of learners with dyslexia.

This module includes a 20-hour teaching practicum spread out over a 6-month period. Students are required to teach a learner who is at risk of literacy difficulties in this 20-hour teaching practicum. The learner will have to be sourced from students’ own contacts.

Module Aims
•To develop the students’ abilities to effectively use a dyslexic learner’s assessment data to develop a specialist evidence based intervention programme at the individual level.
• To enable students to make appropriate and reasonable adjustments to the curriculum or within the workplace to accommodate the needs of learners with dyslexia.
• To present students with a range of skills, knowledge and tools, including ICT, to facilitate supporting, advising and assisting colleagues to formulate and enact appropriate responses to the needs of learners with dyslexia.

Lecturers

  • Agaisteen Rebecca Shalinah, Associate Lecturer
  • Siti Mariam, Senior Lecturer

This module provides an introduction to research methods in preparation for the MA SEN/ALN dissertation. It will familiarise students with the basic processes of conducting research, including general methodological approaches as well as research ethics. Assessment will consist of a critique of a research article and an outline plan for a research project, which may form the basis for the dissertation.

Module Aims
• To support students to critically examine the theoretical perspectives and methodological approaches which underpin the process of qualitative, quantitative and blended research.
• To support the critical evaluation by students of the research process, drawing on relevant research findings to impact positively on their professional practice.
•To support the deepening of students’ understanding and skills to enable them to carry out extended professional research.
•To critically evaluate research methodologies and their application to research in students’ own professional context.

Lecturers

  • Dr Matthew Hutt, Director, MA Programmes (University of South Wales)
  • Dr June Siew, Head of DAS Academy
  • Priscillia Shen, Assistant Head of DAS Academy

In this 7,500-word dissertation, students are required to bring together what they have learnt and what has inspired the from the previous modules and produce a substantial piece of individual work that shows critical thinking and good research skills. It is important from the beginning of the MA SEN/ALN programme to think about possible projects for the Dissertation.

Lecturer

  • Dr June Siew, Head of DAS Academy
  • Priscillia Shen, Assistant Head of DAS Academy

In this 15,000-word dissertation, students are required to bring together what they have learnt and what has inspired them from the previous modules and produce a substantial piece of individual work that shows critical thinking and good research skills. It is important from the beginning of the MA SEN/ALN programme to think about possible projects for the Dissertation.

Lecturer

  • Dr June Siew, Head of DAS Academy
  • Priscillia Shen, Assistant Head of DAS Academy
  • A Bachelor’s degree in any field from a recognised university
  • A minimum of C6 pass in English as First Language at ‘O’ Level ; OR
  • Able to demonstrate a level of at least IELTS 6.5 or equivalent (minimum score of 5.5 in each band). IELTS test should have been taken in the last two years.

If you do not possess a Bachelor’s degree, but have achieved relevant working experience in the field, you may apply through the alternative entry process

Alternative Entry Route

  • Five years of relevant working experience
  • Obtained a minimum of C6 pass in English as First Language at GCE ‘O’ Levels OR
  • Able to demonstrate a level of at least IELTS 6.5 or equivalent (minimum score of 5.5. in each band). IELTS test should have been taken in the last two years.

Application Process

Complete the DAS Academy registration form and upload the following documents

  • A coloured passport-sized photograph
  • National Identify Card (NRIC)/Passport/ FIN Card
  • Bachelor’s Degree scroll
  • Complete transcript for Bachelor Degree (Original Language/Original Translation in English). If a complete transcript is not available, include a complete set of examination results for every semester
  • Any other educational certificate or diploma
  • Complete transcripts for professional qualifications in item (e)
  • Two signed references from academic or work-related referees
  • Personal Statement (500 – 1000 words) (Introduce your background; explain your rationale for taking up this programme and the significance of this programme for your personal and/or professional development)
 

For more details, please call us at 6336 2555 or email info@dasacademy.edu.sg 

Upcoming Modules

ED4U027 (30 Credits) - 30 Hours

Dyslexia: Theory and Assessment (ATS)
Dates: 13 – 17 Mar 2023
9.30am – 4.30pm
Register by 20 Feb 2023

Final Assignment Due: May 2024

ED4U008 (30 Credits) - 1 Induction Day

Dissertation
Date: 8 Mar 2023
9.30am – 12.30pm

Final Assignment Due: Dec 2023

ED4T002 (60 Credits) - 1 Induction Day

Dissertation
Date: 8 Mar 2023
9.30am – 12.30pm

Final Assignment Due: May 2024

ED4U019 (30 Credits) - 30 Hours

Managing and Supporting CAMH and SEBD
Dates: 29 – 31 May 2023; 1 & 3 June 2023
9.30am – 4.30pm
Register by 8 May 2023

Final Assignment Due: Sep 2023 

ED4U009 (30 Credits) - 30 Hours

Research Methodology
Dates: 5 – 8 Sep 2023; 18 Sep 2023
9.30am – 4.30pm; 9.30am – 12.30pm
Register by 15 Aug 2023

Final Assignment Due: Jan 2024

ED4U034 (30 Credits) – 42 Hours

Working With Dyslexia: Linking Theory, Assessment, and Practice (ATS)
6-month Teaching Practicum starts: 20 Nov 2023
Lecture dates: 20 – 24 Nov 2023
9.30am – 5.30pm
Register by 30 Oct 2023

Final Assignment Due: 6 months after start of module

ED4U032 (30 Credits) - 30 Hours

SEN/ALN: Contexts and Concepts
Dates: 20 – 24 Nov 2023
Register by 30 Oct 2023

Final Assignment Due: Feb 2024

FAQ

  • What is the difference between the 30-credit and 60-credit Dissertation?

    The Master of Arts in Special Educational Needs/Additional Learning Needs (MA SEN/ALN) is a 180-credit programme which includes either the 30-credit Dissertation or the 60-credit Dissertation.

    The 30-credit Dissertation is a desktop-based dissertation with a 7,500 word count. Students who opt to do the 30-credit Dissertation have to complete ALL 5 taught modules.

    The 60-credit Dissertation is a research-based dissertation with a 15,000 word count. Students who opt to do the 60-credit Dissertation only need to complete 4 taught modules, including Research Methodology.

  • Are the classes taught by lecturers from the University of South Wales?

    The following modules are co-delivered by lecturers from the University of South Wales:

    • SEN/ALN: Contexts and Concepts
    • Dyslexia: Theory and Assessment
    • Managing and Supporting CAMH and SEBD
    • Research Methodology

    Due to the Covid-19 pandemic, lectures are delivered via a dual-mode format. Hence, the lecturers from the University of South Wales conduct their sessions via Zoom.

  • What is the difference between the Postgraduate Diploma and the Specialist Diploma?

    A Postgraduate Diploma is a postgraduate qualification usually awarded after a university degree (or via the alternative entry route – insert link). The Postgraduate Diploma offered at the DAS Academy is a subset of the Master of Arts in Special Educational Needs/Additional Learning Needs (MA SEN/ALN) and is conferred by the University of South Wales. While the full MA SEN/ALN is made up of 180 credits, the Postgraduate Diploma in SEN/ALN is made up of 120 credits.

    The Specialist Diploma in Learning Support for Specific Learning Differences (SpLD) is designed and awarded by the  DAS Academy and provides individuals with opportunities to deepen their theoretical and practical knowledge, and to develop specialisations in the area of SpLD. For the award of the Specialist Diploma in Learning Support for Specific Learning Differences, participants have to successfully complete seven modules. There are no credits tagged to each module.

  • Can I join the programme if I do not have a basic degree?

    Yes, if you have three to five years of relevant working experience.

    • Why choose us?

    An Asian Perspective

    Academic programmes are developed with a perspective relevant to the Asian educational environment

    Wide Expertise

    Lecturers have a wide range of expertise in the fields of Specific Learning Differences, Psychology and Special Education

    Practical Approach

    Academic programmes provide both theoretical and practical approaches

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