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This M-Level specialist option is aimed at students who wish to develop the specialist knowledge and skills required to teach children with dyslexia. Dyslexic-type difficulties are recognised as being the largest single cause of literacy difficulties. Students can opt to do one of the following pathways:
Students will critically consider factors affecting the development of reading, spelling and writing from both theoretical and practical perspectives. Critical consideration will be given to how these areas are taught at both national and regional levels and the research evidence which has led to changes in pedagogy will be evaluated. Issues in the assessment of literacy difficulties using standardised assessment and informal methods will also be examined and debated, as will issues in the categorisation of special educational needs.
Students will develop practical knowledge and understanding of specialist programmes of intervention for children with dyslexia. This module seeks to engage students in a comprehensive review of current thinking in the field of dyslexia and literacy difficulties, drawing on evidence from relevant research, literature and professional practice.
This module aims to provide teachers with the opportunity to demonstrate their understanding of research and theory in the area of dyslexia and literacy difficulties and the implications for professional practice. Students will be required to work with a pupil with dyslexic-type difficulties for 20 weeks in a mainstream school. Students must ensure that they will be able to undertake this one-to-one teaching. Each student completing this module has a one-to-one assessor who provides formative feedback and guidance at three points throughout the process.
Research Methods is normally required to be completed before a student starts their dissertation. The module covers the areas required for effective educational research including; qualitative and quantitative research methods and techniques: the quasi-experimental approach; psychometric techniques; research method selection; questionnaire design and analysis; research and project preparation; and reporting the findings.
Additionally students can be assessed in the use of psychometric tests, receiving formative feedback on test administration in advance of the assessment for AMBDA in the dissertation year.
For students who opt to proceed for the award of AMBDA, ATS / APS must have been obtained in EDC9095, plus they should then complete the additional ‘value added’ psychometric assessment of test administration, scoring and report writing within this module.
Students can go forward and complete dissertation with or without AMBDA. Those who have successfully completed modules in this specialist option and who have obtained ATS and the value added psychometrics assessment, can undertake the case study dissertation and the value added assessment for AMBDA. Students undertaking this case study dissertation must have access to a child with specific literacy difficulties of a dyslexic-type and implement a programme of intervention to be carried out over 20 weeks (within the same school year). There must be a minimum of 20 hours of teaching over this period.
ADDITIONAL NOTES: All of the modules in this degree are completed remotely. Students who enrol in this MEd must ensure they have suitable technology to take part fully in the sessions – a home computer, headphones and microphone, web cam and Wi-Fi speed of at least 512 kbps.
Students who are not qualified teachers must ensure that they can meet the BDA criteria for experience in professional practice for the award of APS. To apply for ATS or APS students must ‘have at least two years’ experience working professionally with the appropriate age range of learners up to and including 18 years of age by the time of application. This may be full-time or equivalent total periods of part-time professional engagement’.
For further information please contact:
Stranmillis University College
T: +44 (0) 28 9038 4327
E: [email protected]