Module TE0713 - The Theory & Practice of Identification and Assessment
The aim of this module is to provide opportunities to enhance practice and skills in the identification and assessment of individual pupils with SpLD (Dyslexia).
On completion of this module students should have completed a wide range of learning outcomes including:
Understand and critically appraise current research in SpLD (Dyslexia) and its relevance for teaching and learning.
Demonstrate a systematic and critical understanding of the characteristics of SpLD (Dyslexia) and issues associated with assessment and learning.
Observe and assess the cognitive abilities and difficulties of students who fail to become competent in literacy and/or numeracy and report appropriately on their needs and the provision required.
Learning and teaching strategy focuses upon lectures, seminars and group work. Some sessions will be students led.
Assessment is in the form of a submission of a written report (Pupil Profile) of up to 5,000 words.
INDICATIVE READING LIST
Arnold, H. 1992, Diagnostic Reading Record, Hodders & Stoughton
Alston, J. 1996. Assessing and Promoting Writing Skills, NASEN
Backhouse, G & Morris, K., 2005, Dyslexia? Assessing and Reporting, The Patoss Guide, London: Hodder Murray
British Psychological Society, 1999, Dyslexia, Literacy and Psychological Assessment, British Psychological Society
Evans, B., 2002, Dyslexia and Vision, London: Whurr
Fawcett, A., 2001, Dyslexia: Theory and Good Practice, London: Whurr
Hulme, C. & Snowling M. (Eds.) 1994, Reading Development and Dyslexia, Whurr
Hulme, C. & Snowling, M. (Eds.) 1997, Dyslexia: Biology, Cognition and Intervention, Whurr
Hunter-Carsch, M & Herrington, M., 2001, Dyslexia and Effective Learning in Secondary and Tertiary Education, London: Whurr
Hunter-Carsch, M., 2001, Dyslexia: A Psychosocial Perspective, London: Whurr
Muter, V., 2003, Early Reading Development and Dyslexia, London: Whurr
Ott, P. 1997, How to Detect and Manage Dyslexia, Heinemann
Peer, L. & Reid, G., 2003, Introduction to Dyslexia, London: David Fulton
Riddick, B., 2002, Dyslexia: A Practical Guide for Teachers and Parents, London: David FultonSnowling, M., 2000, Dyslexia (2nd ed.), Oxford: Blackwell
Turner, M., 1997, The Psychological Assessment of Dyslexia, Whurr
Yeo, D., 2003, Dyslexia, Dypraxia and Mathematics, London: Whurr
Periodicals (e.g. Dyslexia)
Published standardised and diagnostic assessment materials will be introduced as appropriate to course sessions.
Further books and articles for recommended reading will be suggested by tutors according the particular focus of student investigations.
An introduction to SpLD (Dyslexia)
Assessment issues for teachers
Assessment by Educational Psychologists
Normal reading development and the assessment of reading
Assessing phonological awareness - research and practice
Assessing writing and spelling
Visual difficulties and dyslexia
Memory and dyslexia
Assessing handwriting and fine motor skills
Assessment for Special Arrangements at GCSE
Early identification of pupils at risk in KS1
AIMS OF MODULE
The aim of this module is to provide opportunities to enhance practice and skills in the identification and assessment of individual pupils with SpLD (Dyslexia)
On successful completion of the module students will be able to
1. Understand and critically appraise current research in SpLD (Dyslexia) and its relevance for teaching and learning.
2. Demonstrate a systematic and critical understanding of the characteristics of SpLD (Dyslexia) and issues associated with assessment and learning
3. Observe and assess the cognitive abilities and difficulties of students who fail to become competent in literacy and/or numeracy and report appropriately on their needs and the provision required
4. Carry out detailed assessments based on observation, diagnostic assessment and consultation with other professionals and parents
5. Carry out assessments for access arrangements for pupils with SpDL (Dyslexia)
6. Prepare and disseminate technical reports for teachers and other professionals
7. Demonstrate an understanding of the reports of other professionals
8. Understand the legal and professional issues that affect students with dyslexia
DISTANCE LEARNING DELIVERY
LEARNING AND TEACHING STRATEGY
Observation and feedback
ASSESSMENT AND FEEDBACK STRATEGY
Submission of a written report (Pupil Profile) of up to 5,000 words. The report must relate to the identification, assessment and educational profile of a target pupil and debate issues arising from the chosen assessment approach and rationale for assessment.
IMPLICATIONS FOR CHOICE
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