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

Be able to evaluate own lessons for individuals with dyslexia and/or other specific learning differences and barriers to learning at different stages of education in one- to-one and/or group settings.

• Notes on lesson plan
• Short evaluation after each lesson to note effectiveness of methods, resources, own performance
• Review SMART targets.

Assessment Criteria

• 1.1

  Evaluate lessons, including:

  • own performance;
  • teaching methods;
  • teaching resources
• 1.2

  Evaluate the progress of individuals with dyslexia/specific learning differences and barriers to literacy against SMART lesson targets.

Be able to evaluate the progress of individuals with dyslexia and/ or other specific learning differences and barriers to literacy at different stages of education against programme targets.

• Impact of structured, sequential, cumulative and multi-sensory approaches
• Literacy skills
• Numeracy skills
• Affective changes in learner behaviour and well-being
• Consider learners’views with regard to targets achieved and persisting difficulties
• Liaison with class/subject teachers/tutors, parents/carers as appropriate
• Attention/listening skills, memory skills, study skills and personal organisation. attitude towards learning
• Intrinsic factors of self- esteem, motivation, emotional well-being and state of health
• Number in group considered
• Make distinctions between the different age and stage of learners
• Adapting targets, timings, resources, materials and pace of lessons to learners’ needs.

Assessment Criteria

• 2.1

  Evaluate individuals’ progress against short-term SMART programme targets.

• 2.2

  Evaluate individuals’ progress against long-term needs.

• 2.3

  Critically compare the progress of individuals at different stages of education.

Understand factors influencing the outcomes of teaching and learning programmes for individuals with dyslexia and/ or other specific learning differences and barriers to literacy at different stages of education.

• Evaluate impact of external influences on learning and attainment in different programmes
• Give rationale for the differing outcomes of progress and teaching and learning programmes
• Lesson plans, sequence of lessons, teaching methods, resource
• Pace of delivery and balance of activities
• Consequences of the degree of access to ICT resources, specialist software and assistive technology
• Importance of relationship with learners
• The role of other professionals in relation to the teaching and learning programme
• Effect on learning of the degree and nature of support peers and significant others
• CPD log and planning future CPD.

Assessment Criteria

• 3.1

  Explain influence of individuals’ situations on outcomes of teaching and learning programmes.

• 3.2

  Critically review effectiveness of own teaching between different programmes.

• 3.3

  Analyse effectiveness of chosen resources in different programmes.

• 3.4

  Record own continuous professional development (CPD) and identify future needs.

• Be able to use evaluation to inform subsequent teaching and learning programmes for individuals with dyslexia/specific learning differences and barriers to literacy at different stages of education.

• Reasons for any modifications made
• Opportunities for over learning, consolidation and integration.

Assessment Criteria

• 4.1

  Use evaluation to modify teaching and learning programmes for subsequent blocks of learning support.

• 4.2

  Justify modifications to the proposed teaching and learning programme.

Understand the content and importance of assessments by specialist educators.

• How specialist reports inform candidate’s understanding of each learner’s needs
• Advice from other professionals to inform their teaching
• Recommendations for teaching targets and teaching methods based on identified needs
• Describing psychometric testing vocabulary to colleagues and other personnel
• Effectiveness of collaboration with colleagues and other personnel
• Referrals to other professionals.

Assessment Criteria

• 5.1

  Summarise specialist educators’ reports for colleagues.

• 5.2

  Evaluate how assessment reports produced by specialist educators could inform the planning of teaching and learning programmes.

• 5.3

  Explain psychometric testing vocabulary used by specialist educators.

Be able to communicate the skills, roles and responsibilities of others involved in the education of individuals and/or other specific learning differences and barriers to literacy in current/chosen setting, including parents.

• Others may include support workers, personal tutors, parents etc.
• Evidence based practice, research and theories
• Multi-agency practices
• Expectations
• Strategies/multisensory teaching
• Setting targets
• Suitable resources
• Managing, monitoring progress and data relevant to setting
• Institutional improvement
• Ethical issues
• Working with parents
• ICT – contextual and assistive technology
• Professional development of self and others
• Importance of differentiation being used where required in the classroom.

Assessment Criteria

• 6.1

  Explain the roles and responsibilities of others involved in the education of individuals with dyslexia and/or other specific learning differences and barriers to literacy in current/chosen setting, including parents.

• 6.2

  Summarise strategies and approaches to teaching and learning programmes and resources used in the setting.

• 6.3

  Explain legislative duties and ethical issues impacting on practice in the setting.