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Teaching Pupils with Dyslexia Postgraduate Certificate

Module TE0713 - The Theory & Practice of Identification and Assessment

(20.00 Credits)

SYNOPSIS

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.
OUTLINE SYLLABUS

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
Assessment packages
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)
LEARNING OUTCOMES

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


PREREQUISITES

none
COREQUISITES

none


DISTANCE LEARNING DELIVERY


LEARNING AND TEACHING STRATEGY

Tutorials
Group discussion
Independent learning
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

None




 

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