Understand the context of legislation and guidance with regards to special educational needs and equality in relation to dyslexia and/or other specific learning differences and barriers to literacy

Overview

Framework:
RQF
Level:
Level 5
Unit No:
K/617/4657
Credits:
15
Guided learning hours:
30 hours

Aim

Unit 1. This unit will enable the candidate to explain the legislation, policies and guidance in place, both nationally and locally, where relevant to the candidate’s setting, to cater for learners with special educational needs. It will also enable candidates to understand professional practice in dealing with learners with dyslexia/specific learning difficulties and to evaluate its effectiveness in relation to legislation, policies and guidance.

Unit Learning Outcomes

1

Understand Special Educational Needs and Equality national legislation,policies and procedures in the context of dyslexia and/or other specific learning differences and barriers to literacy.



  • Current policy, legislation and guidance documents relevant to one phase of education;

  • Personal interpretation of information showing ability to extract appropriate information;

  • Communicating the needs of learners effectively both orally and inwriting.


Assessment Criteria

  • 1.1

    Explain national Special Educational Needs and Equality legislation, policies and procedures with particular reference to dyslexia and/or specific learning differences and barriers to literacy.

  • 1.2

    Explain the impact of the implementation of national legislation, policies and procedures for Special Educational Needs on individuals with dyslexia/specific learning differences or barriers to literacy.

2

Understand how national Special Educational Needs and Equality legislation is implemented locally.

  • Working knowledge of local policies and systems for accessing learning support for learners with dyslexia/specific learning differences, where relevant to the candidate’s setting. Candidates working in HE are expected to show working knowledge of national student policies and systems for accessing support.
  • Policies and systems provided by named academic institutions and other localproviders;
  • Roles of supporting personnel in a chosen educational or training setting.

Assessment Criteria

  • 2.1

    Explain how national legislation is implemented through local policies and procedures or institutional policies and procedures where appropriate to the candidate's setting.

  • 2.2

    Explain responsibilities of personnel in an educational or training setting including:


    • statutory responsibilities;
    • administrative responsibilities.
3

Understand how to work within professional and ethical frameworks.

  • Sensitivity to and respect for feelings of learner

  • Confidentiality and security of information concerning those with dyslexia/specific learning differences/ barriers to literacy;
  • Importance of professional liability/insurance.

Assessment Criteria

  • 3.1

    Describe expected ethical standards and professional practice in storing and sharing information regarding learners with dyslexia/specific learning differences or barriers to literacy in light of current legislative requirements.

4

Understand dyslexia, specific learning difficulties and barriers to learning.

  • Knowledge of major theories related to dyslexia and barriers to learning
  • Knowledge of how specific barriers impact on learning;
  • Knowledge of evidence-based approaches to overcoming barriers to learning including ICT and assistive technology.

Assessment Criteria

  • 4.1

    Explain theories related to dyslexia and barriers to learning with regards to:


    • Reading;
    • Writing;
    • Spelling;
    • Study skills;
    • Maths.
  • 4.2

    Evaluate the impact of the discussed theories on own practice using a SWOT analysis.

  • 4.3

    Explain evidence-based approaches to overcoming barriers to learning including ICT and assistive technology.