Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Organiser: Mrs Joanna Dunton

The module aims to ensure that students have a systematic understanding of the difficulties that dyslexic individuals experience at school and college, and recommended approaches for teaching and learning. This will be achieved by study of appropriate assessment materials and a critical understanding of teaching programmes. These will be linked to the principles underlying such teaching as they relate to research findings about dyslexia, skills of literacy and maths learning and the specific difficulties of dyslexic learners. Understanding of how this knowledge can be integrated into practice will be further achieved by practical work of teaching and assessment.

One tutor Welsh speaking and a session for Welsh Medium Teachers is given.

Students completing this module will be entitled to apply to the British Dyslexia Association (BDA) for accreditation at Approved Teacher Status (ATS.) Approved Practitioner Status (APS). The module contents are designed to fulfil the criteria for that award in addition to the requirements of the 30 credit master’s module. The BDA guidelines require a minimum of 40 hours lectures plus seminars, tutorials and study time. Within the course a minimum of 18 hours is dedicated to the core elements and 22 hours to the detailed specialist elements as laid out by the BDA.

The BDA require 20 hours of supervised and assessed specialist teaching, of which 10 hours must be with the same learner. The remaining 10 hours may be with a different learner, who could be taught in a small group of no more than 3 learners. The learners must be age appropriate for ATS/APS.

This module includes compulsory practical teaching and assessment work which link in various ways with the course seminars and provides the main material for the assignments. The aim of this module is that course members will be able to assess and identify the particular difficulties of a study pupil in reading, spelling, and handwriting and formulate suitable programmes for intervention. They are expected to show how their work (informed by on-going formative evaluation) developed over the teaching period and to take a critical approach when selecting materials for teaching and assessing their pupils. Ingenuity and originality of teaching approaches are encouraged, particularly in the use of games and visual material to assist further learning.

General introduction, background and related topics may include:

• the nature of dyslexia and its aetiology;
• current research studies;
• memory and literacy learning;
• speech and auditory perception: an introduction to phonetics;
• other specific learning difficulties and their interaction with dyslexia;
• emotional and social factors in dyslexia, including adults; the role of the teacher/tutor as counsellor;
• statutory and legal issues for dyslexic children and students. (Code of Practice, exam access arrangements and Disability legislation as it applies to education.)

Diagnosis and assessment:

• the role of the Educational Psychologist in assessment of learning difficulties;
• recognition by the teacher, including early recognition of dyslexia, and classroom assessment.

Intervention:

• principles of teaching and multisensory procedures;
• approaches to the teaching of reading and spelling using a phonic approach;
• introduction to a range of published programmes;
• drawing up and delivering a structured phonic programme for an individual pupil/student based on the teacher’s own diagnostic assessment and other reports;
• making a phonic dictionary – the Bangor way of recording the phonological work;
• the teaching diary – an essential professional tool;
• selection and use of appropriate materials;
• handwriting and the development of fine motor skills;
• written language skills for pupils in KS2 and 3;
• study skills and preparing for examinations;
• mathematics work with dyslexic pupils in KS2 and 3;
• the use of computers and computer software;
• thinking skills, learning strategies and individual styles;
• whole school approaches and inclusion, and the National Curriculum.

excellent

70% Distinction: Demonstrates excellence in power of analysis, argument, originality, range of research, organisation and stylistic quality.

85-100%, Distinction: Outstanding work which demonstrates exceptional scholarship and is worthy of publication, or instrumental in developing professional practice.

threshold

50% Some consideration given to planning and structure, limited in depth of analysis and use of research, but demonstrating some understanding of the subject matter.

50-59%, Pass: Clear evidence of planning leading to a good structure, sound understanding of theories and analysis, and good use of research supported by appropriate evidence.

good

60-69%, Merit: Shows significant insight, offers sustained and relevant analysis, well researched and referenced and written with a clear structure and style.

1. Understand the nature of the difficulties of dyslexic learners.

2. Administer, examine and analyse appropriate tests to assess learners’ literacy attainments and needs.

3. Critically appraise and reflect on a range of learning strategies and structured, sequential, multisensory language and numeracy teaching programmes.

4. Design, produce, deliver and critically evaluate appropriate programmes in relation to the assessed needs of a range of dyslexic pupils making reference to current theory and research.

5. Select and produce appropriate resources for teaching.

6. Understand and critically appraise the role of ICT in: the screening for and teaching of specific learning difficulties/dyslexia; the range of technical aids for teaching, writing and numeracy; support and access to learning.

7. Competently prepare reports to specialist teachers and other professionals and non-professionals concerned with the support of students including the provision of advice and recommendations to meet specific purposes.

8. Critically evaluate their own performance and relate this to theories and recent research pertaining to the study of dyslexia.

9. Critically review and evaluate a range of recent, relevant texts, books and peer reviewed research articles.

10. Demonstrate an understanding of contemporary theories of the typical development of language, literacy and numeracy skills and how dyslexic learners may differ from those who are not experiencing difficulties in acquiring these skills.

		Hours
Private study		234
Lecture	41.5 hours of formal session over 10 whole days . Lectures/presentations on general methodology and particular topics. Videos – teaching and assessment demonstration	42
Seminar	18.5hours of seminar work, workshops, tutorials over 10 whole days. Seminars with small groups on specific teaching approaches. Workshops-feedback and discussion of assignments.	19
Tutorial	Tutorials: small groups – student presentations and feedback on teaching practice. Directors are available for formal/informal discussion relating to all aspects of the module. Contact is maintained by telephone, e mail and Blackboard between tutors and students in their groups.	6

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Mentoring - Able to support, help, guide, inspire and/or coach others
• Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
• Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

• Show originality in the application of subject specific knowledge and understanding.
• Adapt and transfer ideas from one educational context to another.
• Identify problems, evaluate solutions and critique research associated with educational practice.
• Acquire and analyse data in an educational context.
• Adopt an ethically sound approach to research with children and vulnerable adults.

• The ability to develop a cumulative, structured, sequential, multisensory approach for reading, writing, spelling and numeracy.

Reading list

• Miles, E The Bangor Dyslexia Teaching System. London: Whurr,3rd edition 1998
• Cooke, A. 2003. Tackling Dyslexia. Chichester: Wiley Blackwell

Optional in courses:

• X3AA: Diploma Education Studies year 1 (DIP/ED)