Principles and Methodology of Teaching Learners with a SpLD
Rhedir gan School of Educational Sciences
30.000 Credyd neu 15.000 Credyd ECTS
Trefnydd: 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.
- 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.
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.
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.
60-69%, Merit: Shows significant insight, offers sustained and relevant analysis, well researched and referenced and written with a clear structure and style.
Understand the nature of the difficulties of dyslexic learners.
Administer, examine and analyse appropriate tests to assess learners’ literacy attainments and needs.
Critically appraise and reflect on a range of learning strategies and structured, sequential, multisensory language and numeracy teaching programmes.
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.
Select and produce appropriate resources for teaching.
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.
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.
Critically evaluate their own performance and relate this to theories and recent research pertaining to the study of dyslexia.
Critically review and evaluate a range of recent, relevant texts, books and peer reviewed research articles.
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.
Strategaeth addysgu a dysgu
41.5 hours of formal session over 10 whole days .
Lectures/presentations on general methodology and particular topics. Videos – teaching and assessment demonstration
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.
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.
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
- Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
- Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
- Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
- Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
- Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
- Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
- Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
- Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
- Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
- Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
- Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
- Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath
Sgiliau pwnc penodol
- 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.
- Miles, E The Bangor Dyslexia Teaching System. London: Whurr,3rd edition 1998
- Cooke, A. 2003. Tackling Dyslexia. Chichester: Wiley Blackwell
Cyrsiau sy’n cynnwys y modiwl hwn
Opsiynol mewn cyrsiau:
- X3AA: Diploma Education Studies year 1 (DIP/ED)