L7 Professional PG Certificate in Structured Teaching Intervention for Dyslexia and Literacy

Provider: Dyslexia Action Training
£4,150.00 + VAT January, April and September
Accreditation opportunities: Middlesex University, The Dyslexia Guild ADG, BDA ATS/APS,

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Description The Dyslexia Action Professional Teaching Certificate in Dyslexia and Literacy is a unique and prestigious programme at Master’s level 7 that provides the training for qualified teachers to become informed practitioners and specialist teachers.
Duration 15 - 20 hours per week
Website

Dyslexia Action Training's website

http://dyslexiaaction.org.uk/level-7-professional-certificate-in-structured-teaching-intervention...
Categories Primary, Secondary, Higher, Further education, 14-19, KS1, KS2, KS3, KS4, English / Literacy, Special Educational Needs Coordinator, Learning Support, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Non-practising teacher, Post-threshold Teacher, Supply / Peripatetic teacher, Teacher trainer, Head of Department / Faculty, Organisational Improvement, Education system, Behaviour for Learning, SEND, Subject Knowledge, Online
Learning outcomes for participants/users and, where relevant, pupils or students

The Dyslexia Action Professional Certificate in Structured Teaching in Dyslexia and Literacy is a unique and prestigious programme at Level 7 (Master's level) that provides the training for qualified professionals to become informed practitioners and specialist teachers of Dyslexia/SpLD.

Who is the programme suitable for?

A wide range of professional teachers and specialists including: 

  • Teachers at all key stages
  • Special educational needs teachers and co-ordinators
  • Tutors and support staff in Further and Higher Education and other adult educational settings
  • Psychologists
  • Speech and language therapists
  • Occupational therapists with relevant experience

For a full brochure please visit http://dyslexiaaction.org.uk/level-7-professional-certificate-in-structured-teaching-intervention-for-dyslexia-and-literacy/

Evidence underpinning this approach

Where will I study?
Our Professional Programme uses the Virtual Learning Environment (VLE) known as Moodle as the method of delivery. Each module is delivered through Moodle and some require you to be involved in practical teaching and assessment whilst others are more theoretically based. The core curriculum is delivered by means of a range of e-learning resources. These include presentations, articles, exercises, videos and follow-up activities and tasks for participants to carry out at intervals. There is no attendance required for this course and learning is purely online.

How is the course taught?
Participants work together to form an online group for the duration of the module. This enables all those involved to get to know one another and to develop a community of learning practice with other students and tutors as the course progresses.

Each module is divided into separate topics and these will be taught by tutors who specialise in that area. You must complete the modules in the sequence given for the particular programme. Candidates are only allowed to enrol for one module at a time. If you fail a module you will be able to undertake a resubmission process. You will not be able to progress to the next module in the sequence until such time as the preceding module has been successfully completed.

Module A Perspectives of Dyslexia and Literacy
Module B Principles of Assessment for Dyslexia and Literacy
Module C Structured Teaching Intervention for Dyslexia and Literacy

How users/participants can evaluate success

Module A Perspectives of Dyslexia and Literacy

Module aims
This module introduces the underpinning theory to the programme. It gives an overview of the current research into dyslexia and co-occurring difficulties and provides an opportunity to consider the processes that underlie cognition.  The module then builds upon this understanding of cognitive processes so that participants gain an understanding of both typical and atypical language and literacy development.  The factors that influence mathematical development are also considered.  Overall the module provides the theoretical framework within which practitioners will be able to contextualise their understanding of the assessment process and teaching intervention planning as they work through the programme.

Learning Outcomes
 On successful completion of this module, students will be able to:

  1. Critically evaluate a range of current research perspectives and definitions of dyslexia
  2. Examine the influence of a range of factors on the typical and atypical acquisition of communication, language and literacy skills
  3. Critically analyse learners’ performance with reference to a range of cognitive processes
  4. Critically evaluate the ways in which dyslexia can disrupt mathematical development.

Module B Principles of Assessment for Dyslexia and Literacy

Module aims
This module is designed to give practitioners an understanding of currently debated issues on the assessment of literacy-related difficulties  The cognitive processes tapped during educational assessment testing are examined and the rudiments of assessment administration are considered. The module also provides the basics of statistical analysis in relation to interpreting assessment findings. 

Learning Outcomes
 On successful completion of this module, students will be able to:

  1. Examine the construct “intelligence” and methods used to quantify it
  2. Critically evaluate the role of  statistical analysis in the interpretation  of assessment results
  3. Appraise the appropriateness of assessment tests and techniques for a variety of purposes
  4. Appraise a range of factors that can affect learners’ performance in an assessment situation

Module C: Structured Teaching Intervention for Dyslexia and Literacy

Module aims
The module is designed to give the participant an understanding of the theoretical framework within which to view the necessary elements of effective literacy support for learners with dyslexia and co-occurring difficulties. It aims to provide the understanding to develop both basic reading and spelling skills and higher order comprehension and higher order writing skills. It sets out the importance of explicit tuition in a range of areas including meta-linguistic awareness and academic language. It provides strategies that can be employed with a variety of learners in both individual and group settings. It is designed to enable the participant to collect placement data and use this to inform the planning and delivery of a series of lessons to a learner. Students will be introduced to and use the Dyslexia Action Literacy Programme (DALP) during this module.

Learning Outcomes
 On successful completion of this module, students will be able to:

  1. Critically analyse the importance of providing structured, sequential, cumulative, multisensory tuition in supporting learners with dyslexia and co-occurring difficulties
  2. Examine the roles that phonological, morphological and orthographical awareness play in literacy development.
  3. Critically analyse the cognitive and perceptual processes involved in a range of learning and studying activities
  4. Plan, prepare, teach and evaluate a teaching intervention that effectively addresses the individual study needs of a learner with literacy difficulties

Total Credits = 60

Follow-up activities and support

Dyslexia Action Professional Certificate in
Assessment Practice for Dyslexia and Literacy (Specialist Teacher Assessor)

Dyslexia Action Professional Diploma in Dyslexia and Literacy
(Specialist Teacher Assessor)

Details

For a full brochure please visit http://dyslexiaaction.org.uk/level-7-professional-certificate-in-structured-teaching-intervention-for-dyslexia-and-literacy/

Sessions

Date Location Details
Jan 07, 2019 00:00 Online course - Info
Apr 23, 2019 00:00 Online course - Info