Planning and teaching learning programmes for individuals with dyslexia and/or other specific learning differences and barriers to literacy

Be able to plan lessons for individuals with dyslexia and/or other specific learning differences and barriers to literacy at different stages of education in one-to-one and/or group settings, based on previous background information and assessment data.

• SMART targets
• Long term: approximately 6-12 months
• Use of analysis of assessment data carried out by candidate
• Use evaluation of previous lessons (Learner response, effectiveness of targets, methods and resources) to adjust targets
• Teaching and learning plans consistent with IEPs (Individual education plans), Individual Learning Plans (ILPs) or the equivalent
• Verifying individuals’ previous achievement, checking whether previous learning is secure and establish if learner is ready to move on to the next session
• Take account of individuals’ age, interests, views and curricular/employment needs
• Specialist teaching methods must be structured, sequential, cumulative and multi sensory
• Construct own resources – can include adapting an existing resource
• Activities are finely graded, cumulative and multi-sensory
• If working in small group, ensure differentiated activities to meet individual needs oflearner
• Plan one-to-one lessons to meet individual needs including:

       o teaching and learning activities

       o structuredmethods

       o cumulativemethods

• Multi-sensory methods
• Meeting the needs,learning styles and preferences and the age and stage of the individual
• Materials support targets of lesson, maximising learning and achievement
• Quality First Teaching
• Graduated approach
• What works for literacy interventions
• Teaching and learning programmes and materials
• Methodologies for teaching learners with dyslexia/specific learning differences and barriers to literacy.

Assessment Criteria

• 1.1

  Identify learning support needs for individuals, including:

  • long-term aims;
  • short-term targets
• 1.2

  Identify objectives for lessons.

• 1.3

  Justify selection of commercially produced resources for use in lessons.

• 1.4

  Develop own resources for use in lessons.

• 1.5

  Justify teaching methodologies for teaching individuals with dyslexia and/or other specific learning differences and barriers to literacy.

Be able to communicate planned programmes and their implications to others involved in the education of individuals.

•  ‘Others’ may include teachers, support workers, personal tutors, parents, etc.
• Reasons for referral
• Targets – long and short-term
• Suggested teaching methods/learning strategies/resources/adaptations and advice for delivery/pace
• Suggested parental support e.g. reading or spelling games; supporting hobbies or other opportunities for success
• Roles and responsibilities within a multi-disciplinary team setting.

Assessment Criteria

• 2.1

  Identify others involved in the education of individuals with dyslexia and/or other specific learning differences and barriers to literacy.

• 2.2

  Justify elements of teaching and learning programmes to others.

• 2.3

  Explain implications for classroom practice.

Be able to deliver Special Educational Needs learning programmes.

• Materials/resources to hand and ready to use
• Preparing learner for lesson to ensure engagement and motivation, establishing rapport with individuals, using positive reinforcement
• Keeping notes during lesson to aide valuation
• Taking account of learners’ comfort and well-being
• Communicating learning aims to individuals, re-teaching key topics, encouraging individuals to seek clarification.
• Using teaching aids effectively including: purpose-made game or worksheet, ICT as a learning resource (i.e. context based) and as a means to ensure that learners become independent (i.e. assistive technology)
• Creating opportunities to practise new skills and monitor learning during the lesson
• Suggesting and enabling opportunities beyond the lesson for practice of skills and strategies taught, e.g. homework, practice sheets, notebooks
• Discussing with learner relevance of skills learnt and how they can be used in other situations
• Encouraging learner to seek clarification
• Allowing the learner time to think
• Giving opportunities for learners to be involved with recording progress and planning targets as appropriate
• Transferrable skills.

Assessment Criteria

• 3.1

  Implement teaching and learning activities.

• 3.2

  Develop opportunities for individuals to practice new skills.

• 3.3

  Promote the implementation of skills in other situations.

Be able to encourage individuals with dyslexia and/or other specific learning differences and barriers to literacy to learn independently.

• Identifying resources and sources of support, e.g. libraries, teachers, personal tutors, lecturers, parents, carers, helpers, other support staff such as student counsellors
• The role of helpers and carers
• How others can support/help, e.g. study skills, self-esteem/mental health issues, personal organisation, target-setting
• Communication skills
• The importance of liaison
• Communicating with teachers/tutors and lecturers/parents and carers/support staff as appropriate
• Reinforcing individuals’ appreciation of own strengths and weaknesses
• Learner recognises how they learn: metacognition
• Provide opportunities for learners to become aware of their own preferred learning strategies
• Provide opportunities for learners to take responsibility for development of targeted skills
• Allowing the learner time to think
• Use lesson evaluations to inform the adaptation of following lessons as necessary
• Adapt SMART targets as necessary in lessons and after reviews at regular intervals
• In lesson evaluations and reviews of programme, outline reasons for changes
• Respond to learners’ learning contexts and individual needs.

Assessment Criteria

• 4.1

  Identify resources and sources of support for independent learning.

• 4.2

  Introduce techniques and resources for independent learning to individuals.

• 4.3

  Introduce techniques for self-evaluation to individuals.

Be able to demonstrate competency in teaching using a range of assistive and contextual technology.

Assessment Criteria

• 5.1

  Demonstrate competency using assistive technology to support learners with dyslexia and/or specific learning differences and barriers to literacy.

• 5.2

  Demonstrate competency in using contextual technology to support learners with dyslexia and/or specific learning differences and barriers to literacy.