module specification

This CORE module deals with:
1. theories, concepts and models of Specific Learning Difficulties (SpLDs), particularly Dyslexia and Dyspraxia, and how they relate to learners with SpLDs in Further and Higher Education

2. a range of strategies used in tutorial support and emotional support

3. the nature and diagnosis of Specific Learning Difficulties (SpLDs), particularly Dyslexia and Dyspraxia
4. instruments used to screen and identify SpLDs

5. provisions of reasonable adjustments in further and higher education.

None

1. To offer  a core of specialist information on the theories and main characteristics of adult  learners with Specific Learning / Dyslexic-type Difficulties in FE & HE, including the emotional issues encountered by these students and features of their behaviours such as negative feelings towards education, confidence and self-esteem.
2. Introduce participants to the processes and importance of Screening and Diagnostic Interviewing in both the FE and HE sectors, their similarities and differences;  and to the funding support available through Access to Learning and Disabled Students’ Allowance

3. Familiarise participants with the basic framework of support offered to students with SpLDs /dyslexic difficulties in FE & HE, including study aids and study skills assessment, one-to-one tutorial support, group support and IT/Assistive Technologies support
4. Equip participants with a range of appropriate strategies suitable to help students with SpLD / dyslexic difficulties overcome the barriers to their learning and achieve their full academic potential
5. Encourage the development of an enquiry-led tutorial support curriculum

This module actively considers specialist learning and teaching in different environments and how learners with SpLD / dyslexic difficulties cope and may work best - in large groups such as lectures, medium/small groups such as seminars, tutorials and other environments such as one-to-one tutorials, on-line and distance learning.
The role of the specialist tutor in screening and identifying dyslexia & dyspraxia as specific learning difficulties and the diagnostic assessment methods used for identification in both FE & HE contexts is introduced.  In higher education, a full Psychological Assessment is necessary in the diagnosis of dyslexia or dyspraxia.  The analysis and interpretation of these assessments and reports, carried out by both Educational Psychologists and Specialist Tutor Assessors, will be introduced, in preparation for further discussions in the Autumn Module DL7001.
The use of effective specialist tutoring learning & teaching resources, including a range of technologies, such as the use of specific Assistive Technology (AT) software packages provided by the Disabled Students’ Allowance and managing learning environments will also be discussed. In so doing, the module considers the experiences and attributes of learners in FE & HE and the context s within which specialist one-to-one dyslexia / SpLD tutoring takes place.

Tutor-led workshops and lectures
Small group exercises Participant presentations Tutorials (individuals / small groups) Technology-based learning Work-related learning Problem-based workshops Directed reading Directed study
Individual written project
Weekly written reflections on workshop topics Trainee-initiated activities

On successful completion of this module, participants should be able to:  1. critically evaluate the current theories and definitions about the nature and causes of dyslexia, dyspraxia & co-occuring SpLDs within the larger framework of educational theory
2. Critically examine the theoretical perspectives on learning & teaching in FE & HE in the context of adult learners with SpLDs / dyslexia; conceptualising  a critical understanding of their cognitive & learning styles and implications for  specialist tutoring practice
3.  Recognise the issues relating to the screening and diagnosis of dyslexia & dyspraxia in adult learners in higher and further education
4. identify differing processing challenges and memory deficits of  learners with SpLDs / dyslexia and how multisensory learning can inform tutoring methods and learning strategies
5. Use profiles of strengths and weaknesses of individual adult learners with SpLD / dyslexic difficulties to work with the learner on issues affecting their own learning, so as to meet their point of need

1. Weekly reflections (minimum submission – four, plus one meta-reflection) which participants write on the topics covered in workshop sessions. These are informed by directed reading and through presentation of material in the form of workshops, lectures and tutorials.

(20%) (formative and summative assessment)

2. A presentation based on the written project and presented to the whole group

(20%) (formative and summative assessment)

3. A written project* (4,000 –4,500 words) submitted at the end of the first semester
(60%) (summative assessment).

*The project is located within an overall research in practice framework with a range of defined ways of approaching the project such as: action research with students, interviewing academics about dyslexia/ SpLDs and the use of literature reviews.

*CORE Text: Mortimore, T. (2008) Dyslexia and Learning Style – A Practitioner’s Handbook, 2nd Ed London: Whurr

Brunswick, N., (Ed) (2012) Supporting dyslexic adults in higher education and the workplace.  London: Wiley-Blackwell
Burden, R.L., (2005) Dyslexia and self-concept : seeking a dyslexic identity London: Whurr
Du Pre E.A. Gilroy D.G. & Miles, T.R. (2007) Dyslexia at College [3rd Ed.] London: Routledge
Grant, D. (2010) That's the Way I Think: Dyslexia and Dyspraxia Explained, 2nd Ed,  London: Fulton
McLoughlin, D. Leather, C. & Stringer, P. (2007) The Adult Dyslexic – Interventions and Outcomes, 2nd Ed, London: Whurr
Pollak, D. (Ed) (2009) Neurodiversity in Higher Education: Positive Responses to Specific Learning Differences London: Wiley
Reid, G. (2008) Handbook of Dyslexia, London: Sage
Wright A.M., Colquhoun, S., Speare, J., Partridge, T. (2007) FE Lecturer's Guide to Diversity and Inclusion, Wiltshire: Continuum International

Journals

Dyslexia – An International Journal of Research and Practice Annals of Dyslexia The Journal of Learning Disabilities 

Web Sites

BDA: http://www.bdadyslexia.org.uk

PATOSS: http://www.patoss-dyslexia.org

ADSHE: http://www.adshe.org.uk

DANDA: http://www.danda.org.uk