Understand theoretical concepts for teaching individuals with dyslexia and/or other specific learning differences and barriers to literacy

Overview

Framework:
RQF
Level:
Level 7
Unit No:
D/617/4638
Credits:
20
Guided learning hours:
35 hours

Aim

Unit 1. This unit will develop candidates’ knowledge of theoretical concepts underlying the teaching of learners with dyslexia and/ or other specific learning differences and barriers to literacy. Candidates will review up-to-date literature to identify and evaluate current research and theory and relate these to practice. They will demonstrate their understanding of these concepts by communicating them to others.

Unit Learning Outcomes

1

Understand theoretical concepts underlying dyslexia and/or other specific learning differences and barriers to literacy.

This learning outcome relates to the neurodiverse nature of specific learning difference itself, not the teaching methodology, for example

  • Phonological deficit
  • Cerebellar impairment
  • Magnocellular deficit.

Assessment Criteria

  • 1.1

    Explain how dyslexia and/or other specific learning differences and barriers to literacy can be defined.

  • 1.2

    Analyse theoretical models of dyslexia and/or other specific learning differences and barriers to literacy.

2

Understand theoretical concepts underpinning the teaching of individuals with dyslexia and/or other specific learning differences and barriers to literacy.

Candidates will be able to apply this knowledge in units 4, 5 and 6.

Knowledge and understanding will be developed throughout the programme of study.

  • Relevant and recent research into the teaching of individuals with dyslexia, dyspraxia, ADHD, autistic spectrum disorders, speech and language disorders.
  • Analyse, evaluate and critically reflect on current theoretical perspectives and relate reading to all aspects of the course including assessment and teaching.

Related disciplines including medicine and associated disciplines such as speech and language therapy, psychology, or sociology.

Sources must include recent and up-to-date peer reviewed academic journals/books. They could also include newspapers, lectures, seminars, conferences, information from the websites and publications of professional organisations.

Assessment Criteria

  • 2.1

    Analyse theoretical concepts underpinning the teaching of individuals with dyslexia and/or other specific learning differences and barriers to literacy.

  • 2.2

    Critically evaluate perspectives of sector experts on teaching methodologies relating to dyslexia and/or other specific learning differences and barriers to literacy.

3

Be able to present information on theoretical concepts to other professionals.

Presentation shows knowledge and understanding of subject chosen.

Candidate is able to engage in informed discussion with listeners regarding the topic presented.

Assessment Criteria

  • 3.1

    Present balanced reflections on theoretical concepts underlying dyslexia and/or other specific learning differences and barriers to literacy.

  • 3.2

    Present balanced reflections on teaching individuals with dyslexia and/or other specific learning differences and barriers to literacy to other professionals.