module specification

This CORE Module deals with:

• Screening and Diagnostic Assessment in both the FE and HE sectors;

• The difficulties faced by students with dyslexia / Specific Learning Difficulties (SpLDs);

• the many manifestations of these SpLDs (and their co-occurrence) and their implications for learners;

• the strategies which specialist SpLD tutors use to work with and support learners’ academic success and developing their metacognitive skills to enable learners to reach their full potential in HE / FE / the workplace.

This module is taught alongside the year-long specialist tutoring practice module, DL7002, to facilitate the integration of theory and practice.

NB: The case-study project must be undertaken within clear, agreed, ethical, professional and confidential guidelines as set out by the Course.  Informed consent and the client perspective is central to the integrity of the entire process.

DL7000 – Prerequisite
DL7002 - Co-requisite

N.B. For 2013-14 only, this does not apply for continuing students on the programme

This module aims to:

1. critically examine the difficulties specific to  further & higher education which students with SpLDs / dyslexic difficulties may face

2. equip participants with a range of strategies to support the individual student in FE / HE with SpLDs / dyslexic difficulties - and in doing so meet the individual’s learning needs in overcoming the barriers to learning and helping to realise the learner’s full potential

3. provide participants with a critical understanding of the overlap between dyslexia and other specific learning differences such as dyspraxia and AD(H)D to inform practice

4. critically investigate specific symptoms commonly related to dyslexia such 'Meares-Irlen' syndrome or visual stress which participants must relate to their own practice

5. provide participants with the ability to deal with emotional and behavioural difficulties  related to SpLDs and to refer to other specialists where necessary

6. equip participants with the tools to identify adult learners with SpLD / dyslexic & dyspraxic difficulties in the context of FE & HE or the workplace,  through the processes of screening and tutor interview;  and to critically examine and interpret for the learner full diagnostic assessment reports.

This module examines some of the difficulties which adults with SpLDs / dyslexic in FE or HE may affect them. Specific problems in reading, writing and spelling will be explored and ways of supporting dyslexic adult learners modelled.

The range of possible manifestations of dyslexia /SpLDs in visual, auditory and kinaesthetic areas will be explored as well as problems which face dyslexic /SpLD adults in the workplace. The issues faced by dyslexic learners in relation to linear thought will be explored along with the holistic preference of many dyslexic learners. 

The contrast between traditional teaching methods and learning & cognitive styles will also be examined. A variety of specialist SpLD tutoring techniques will also be covered. These will include strategies for those with ‘Meares-Irlen syndrome’ or visual stress, orientation therapy and other effective and student-centred ways of supporting newly-diagnosed dyslexic / SpLD learners, including referral to counselling. 

Other SpLDs, particularly dyspraxia and ADHD, and their overlap with dyslexia will be examined and integrated into the module.

The focus is also on the role of the tutor in Screening and Identifying dyslexia / dyspraxia as a specific learning difficulty and the diagnostic assessment methods used in both FE & HE contexts. The differences and similarities between the two sectors are examined.  For example, in HE a full Psychological Assessment is necessary in the diagnosis of dyslexia/SpLDs with analysis and interpretation of these assessments and reports, carried out by both Educational Psychologists and Specialist Tutor Assessors; whilst there are differences in the types of screening and assessment carried out in Further Education.

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 and study
Weekly written reflections on workshop topics
Trainee-initiated activities
Individual Case-Study Project

On successful completion of this module, participants should be able to: 

1. show clear evidence of an in-depth critical analysis and insight into current debates and conceptual positions on academic literacies in further and higher education

2. actively employ a range of appropriate strategies and approaches suitable to help their tutees overcome barriers to learning and to achieve their academic potential

3. analyse the differences between short, working and long-term memory deficits and the implications for specialist tutoring and learning

4. identify adult learners with dyslexic and dyspraxic (SpLD) difficulties in the contexts of FE & HE or the workplace,  through the processes of screening and tutor interview;  to undertake a critical examination of psychological diagnostic assessment and to interpret  full diagnostic assessment reports

5. demonstrate their understanding through the application of appropriate professional, ethical and confidential boundaries in their tutoring role and recognise when students need other forms of support

6. develop strategies for essay planning and structuring, writing, reading, oral skills, study skills, organisation, time management – and relaxation techniques and numeracy (where appropriate) - that are designed to improve individual students’ academic success, confidence and metacognitive skills

7. articulate a critical awareness of additional factors affecting student learning (e.g. bilingual, emotional, health and personal issues) as part of participants integrated approach to their tutorial practice.

The following constitute the assessment instruments for the module: 

1. Weekly written reflections (minimum submission – four, plus one meta-reflection ) which participants write on the topics covered in workshops. These are informed by directed reading and through presentation of material in the form of lectures, workshops and tutorials.
(20%) (formative and summative assessment)

2. An individual presentation based on the case-study and presented to the whole group
(20%) (formative and summative assessment)

3. A written case-study project (4,000 –4,500 words)
(60%)  (summative assessment)

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

Pollak, D. (Ed) (2009) Neurodiversity in Higher Education: Positive Responses to Specific Learning Differences London: Wiley

Bell, J. (2005) Doing your Research Project: A guide for first-time researchers in education and social science. Buckingham: Open University Press

Blaxter, L., Hughes, C., and Tight, M. (2001) How to Research, 2nd ed. Buckingham: Open University Press  (plus a link to an extract from this publication is available at: http://mcgraw-hill.co.uk/openup/chapters/0335209033.pdf last accessed 5.4.2013)

Burden, R.L., (2005) Dyslexia and self-concept : seeking a dyslexic identity. London; Philadelphia: Whurr

Thomson, M.E., (2009) The psychology of dyslexia: a handbook for teachers: with case studies CD-ROM, 2nd ed., Chichester: Wiley-Blackwell

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