ED4U034 - Working with Dyslexia: Linking Theory, Assessment and Practice (ATS) 01 Sep 2019 - 31 Aug 2027 | Version 2
Associated Module Information
| Module Code: | ED4U034 | ||
|---|---|---|---|
| Module Title: | Working with Dyslexia: Linking Theory, Assessment and Practice (ATS) | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Professional Learning in Education | ||
| Faculty Sub Group: | Social Work | ||
| Module Leader: | Gareth Dart, Elsa Torres | ||
| Module Team: | Priscillia Shen, Jolene Pang, Hamadatun Yusuf | ||
| First Intended Intake: | SEP 2017 | Final Year of Intake: | 2022 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100459 - education studies | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 2 |
|---|---|
| Valid From | 01 Sep 2019 |
| Valid To | 31 Aug 2027 |
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.
Content Summary
The content of the module is governed by the BDA’s criteria for ATS/APS accreditation:
Individual approaches to the management of those with dyslexia specific including policy generation.
Construction of individual learner Profiles/Teaching Programmes, and maintenance of professional and personal Teaching Practice Portfolios.
Dyslexia, Maths and Dyscalculia
Multi-sensory teaching approaches.
Uses of ICT to support individual learning and teaching.
Social and psychological implications of experiencing dyslexia.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 30 |
| Seminar | 6 |
| Tutorial | 1 |
| Work based learning | 20 |
| Independent Study | 174 |
| Directed Study | 69 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Design, produce, deliver and critically evaluate and monitor learners' progress in appropriate programmes in relation to the assessed needs of a range of dyslexic learners making reference to current theory and research. |
| LO2 | Demonstrate familiarity with the evidence-base concerning effective interventions for learners with dyslexia and literacy difficulties, and show how such knowledge may be used in monitoring and evaluating programmes of support. |
| LO3 | Demonstrate the ability to communicate effectively with learners, parents/carers, teachers and other professionals using verbal and written reports about the needs and achievements of learners with dyslexic-type difficulties. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Online Assessment | Observation (CW) | Students will complete 20 hours of specialist teaching on an individual basis with a dyslexic learner, supported by a teaching practice portfolio. | 0 | N/A | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | LO3 | |
| Observation (CW) | ✔ | ✔ | ✔ |