This course focuses on difficulties in literacy acquisition, including dyslexia, among young people and investigates how potential barriers to learning can be ameliorated within educational contexts.
The course includes the elements related to assessment theory and practice required by the Joint Council for Qualifications (2014) in qualifications for specialist teachers who assess pupils and students and make recommendations for access arrangements and reasonable adjustments in relation to external examinations in schools.
This is an online version of the course. All the materials are available through the University’s website so you will be able to study the whole course at a distance. Support from course tutors is available through the website, by email or by telephone.
• Study on a course designed for education professionals, which will help equip you to meet a diverse range of learning needs within your teaching environment, and to support your colleagues • Explore course content highly relevant to mainstream and special school practitioners alike, focusing on issues related to literacy difficulties and dyslexia in schools, and how potential barriers to learning can be removed • Develop your understanding of concepts, theories and approaches to literacy difficulties, including dyslexia, and inclusion in schools, and on your potential for influencing change • Gain insight into the learning of dyslexic and other pupils/students who experience difficulties in literacy development/specific learning difficulties, and ways in which learning might be more effectively supported • Benefit from a qualification that could lead you into more specialist roles in Education (such as SENCO) and/or further study (eg the National Award for SEN Co-ordinators), and may also be used as the basis for a Recognition of Prior Learning (RPL) claim into an MA Education course (Level 7).
• Understanding Difficulties in Literacy Development and Dyslexia • Addressing Difficulties in Literacy Development and Dyslexia
Your individual development is assessed via six diagnostic, formative and summative assessments.
The first assessment in Unit 1 requires reflection on understandings of literacy acquisition and application of understandings to students’ own contexts.
Assessment two focuses on critical reflection on theories of dyslexia, and assignment 3 to application of assessment theory to individual literacy learning difficulties and the design, development, implementation and evaluation of an individual learning plan linked to needs..
Assessments in Unit 2 relate to institutional level: analysis and reflection on current school/college policy on literacy and dyslexia; analysis of areas for improvement in institutional provision for literacy difficulties and dyslexia; and the design, development, implementation and critical evaluation of a small-scale practitioner research project focused on achieving the desired improvement.
This course includes the elements required by the Joint Council for Qualifications (2014) for specialist teachers to assess pupils and students and make recommendations for access arrangements and reasonable adjustments during external examinations.
For this reason, typically graduates of this course either continue working in their own institutions or else are promoted to positions of greater responsibility. Graduates may also wish to continue their postgraduate study through a Masters qualification such as MA Education (Special Educational Needs).