Postgraduate Certificate and Diploma Programme in Dyslexia and Literacy. Accredited by Middlesex University. Outline Syllabus Academic Year

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1 Postgraduate Certificate and Diploma Programme in Dyslexia and Literacy Accredited by Middlesex University Outline Syllabus Academic Year September 2013 Dyslexia Action Training and Professional Development, Park House, Wick Road, Egham, Surrey, TW20 0HH Tel:+44(0) Company No Charity No

2 Table of Contents Table of Contents... 2 Dyslexia Action Postgraduate Programme Syllabus... 3 Programme Structure... 3 Module A: Perspectives of Dyslexia and Literacy...4 Module B: Principles of Assessment for Dyslexia and Literacy...5 Module C: Structured Teaching Intervention for Dyslexia and Literacy...6 Module C2: Additional teaching hours required for ATS/AMBDA...7 Module D: Assessment of Literacy Related Difficulties...8 Module E: Assessment of Specific Learning Difficulty (Dyslexia)...9 Module F: Research in Language and Learning CERTIFICATE MODULE RESOURCES CERTIFICATE / DIPLOMA MODULE RESOURCES Postgraduate Programme Outline Syllabus - September 2013 Page 2 of 13

3 Dyslexia Action Postgraduate Programme Syllabus Dyslexia Action Training and Professional Development provides training programmes for specialist teachers and other professionals. These include Continuing Professional Development (CPD) courses, the prestigious Postgraduate Certificate and Diploma programme and awareness raising courses and webinars. Every effort has been made to ensure the accuracy of the information contained in this programme specification. It is, however, natural for courses to develop and change over time and we reserve the right, without notice, to withdraw, update or amend the programme syllabus at any time. Programme Structure The Dyslexia Action Postgraduate programme is delivered as an online programme with personalised tutor support and is designed for specialist teachers and support tutors in Further and Higher Education. The course aims to develop skilled practitioners who understand both the theory and practice of teaching and assessment of learners with dyslexia of all ages. The programme is flexible and is undertaken as a part-time programme. The Postgraduate Certificate offers teaching and assessment pathways and with mentored teaching practice leads to Ordinary Professional Membership (Approved Teacher Status or Approved Practitioner Status) with the BDA (ATS or APS). The Diploma course builds on, and develops, the skills and knowledge and leads to a SASC approved Assessment Practising Certificate and Full Professional Membership with the BDA (Associate Membership of the BDA (AMBDA) on completion of the mentored teaching. The programme is structured as a series of interlinking modules. Each module requires about 200 hours of study and leads to 20 credits at Master s (M) Level. All modules are accredited by Middlesex University. Successful completion of the Diploma enables the practitioner to then progress to the MA in Professional Practice in Dyslexia and Literacy which is completed with the University. See: Postgraduate Programme Outline Syllabus - September 2013 Page 3 of 13

4 Module A: Perspectives of Dyslexia and Literacy The module is designed to give the participant an understanding of both typical and atypical language and literacy development, as well as considering the factors which influence mathematical development. It aims to give an overview of the current research into dyslexia and co-occurring difficulties and to especially emphasise the need to look at international research perspectives. It provides an insight into the benefits of cognitive profiling and how the approach can both structure and enlighten practitioner understanding of the assessment process and teaching intervention planning. Week/s Topics 0 Study support; Studying at Master s Level; Training Needs Analysis Introduction to Dyslexia and Co-occurrence 1 6* Memory and Attention Cognitive Processes Involved in Mathematical Development 7 12 Language Processing Deficits and Reading Morphology and Syntax for Reading and Writing Dedicated Assignment Preparation Time * Topics run concurrently Postgraduate Programme Outline Syllabus - September 2013 Page 4 of 13

5 Module B: Principles of Assessment for Dyslexia and Literacy This module is designed to give practitioners an understanding of currently debated issues on the assessment of literacy-related difficulties examining the construct of intelligence and touching on topics such as assessing learners with English as an additional language. It also provides the basics of statistical analysis in relation to interpreting assessment results. Week/s Topics Introduction to the Assessment Process 1 6* Intelligence, Ability and Attainment Cognitive Processing 7 12* Introduction to Statistics Tailoring the Assessment Process * Topics run concurrently Postgraduate Programme Outline Syllabus - September 2013 Page 5 of 13

6 Module C: Structured Teaching Intervention for Dyslexia and Literacy 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. It aims to provide the understanding to develop both basic and higher order reading and spelling skills. It sets out the importance of explicit tuition and the fostering of metalinguistic awareness. It uses the Dyslexia Action Literacy Programme (DALP) to demonstrate the key principles of structured, multisensory cumulative tuition and provides strategies that can be employed with a variety of learners (including those with English as an Additional Language) in both individual and group settings. Practitioners undertake a placement process to inform the planning and delivery of a series of lessons to a learner. Week/s Topics 0 2 Introduction to the Placement Process 3-14* Dyslexia Action Literacy Programme Structured, Cumulative Multisensory Literacy Intervention Principles Developing Higher Order Reading and Spelling Skills * Topics run concurrently Planning, Delivering and Reflecting upon Sessions with a Learner: Teaching Practicum Award Modules A, B and C - Dyslexia Action Postgraduate Certificate in Structured Teaching Intervention for Dyslexia and Literacy (Level 7) 60 Credits Postgraduate Programme Outline Syllabus - September 2013 Page 6 of 13

7 Module C2: Additional teaching hours required for ATS/AMBDA The module is designed to give the participant an opportunity to complete the teaching hours necessary, under the guidance of AMBDA specialist tutors, to adhere to the current British Dyslexia Association criteria to apply for either Approved Teacher Status (ATS) or Associate Membership of the British Dyslexia Association (AMBDA) status. Part One 8 Hours of Teaching for ATS or APS 1. Placement with the learner (if the sessions are not a continuation from Module C). 2. Selection of three lesson plans and evaluations with lesson materials. 3. Brief reflection on the intervention/s undertaken and an appraisal of your own professional development (including ideas for future training requirements). Part Two 10 hours of teaching for AMBDA 1. Placement with the learner (as appropriate). 2. Selection of three lesson plans and evaluations with lesson materials. 3. Submission of recorded lessons for tutor feedback (one or two recorded hours depending on submissions in Module C). 4. Self-evaluation of recorded lessons. 5. Brief reflection on the intervention/s undertaken and an appraisal of your own professional development (including ideas for future training requirements). Award British Dyslexia Association Professional Accreditation Application for ATS can be made after successful completion of C2 Part One (a total of 10 hours), for those in school settings and application for ATS FE/HE for those in tertiary institutions. Teachers without QTS can apply for Approved Practitioner Status (APS). Application for AMBDA can be made after successful completion of C2 Parts One and Two (a total of 18 hours), for those in school settings and application for AMBDA FE/HE for those in tertiary institutions. Postgraduate Programme Outline Syllabus - September 2013 Page 7 of 13

8 Module D: Assessment of Literacy Related Difficulties This module enables the practitioner to consolidate understanding of the principles and practice of the psychometric assessment process. It also provides an opportunity to construct a professional assessment report for a learner with literacy-related difficulties. The module aims to give a detailed grounding in the structuring of teaching intervention programmes, so that practitioners can link assessment findings with potential strategies to remediate weaknesses uncovered during the assessment process. Week/s Topics Familiarisation with WIAT II UK T. Including: Self-study of manual and formative exercises WIAT II UK T: Formative administration with family member /friend/ colleague Principles and Practice of Psychometric Assessment Principles of Teaching Intervention Construction Cognitive processes Linking findings on a range of tests to academic/life performance Principles of Report Writing Dedicated Summative Assignment Preparation Award Modules A, B and D - Dyslexia Action Postgraduate Certificate in Assessment for Dyslexia and Literacy (Level 7) 60 Credits Postgraduate Programme Outline Syllabus - September 2013 Page 8 of 13

9 Module E: Assessment of Specific Learning Difficulty (Dyslexia) This module builds upon the conceptual and practical aspects of Module D and provides the practitioner with an opportunity to construct two professional assessment reports. New assessment tools are introduced to increase the range of cognitive processes that can be considered in the construction of the learner s cognitive profile. The module also provides the opportunity to develop the interpretative and presentation skills needed to enhance the practitioner s ability to advise colleagues on a range of support strategies in his or her own setting. Week/s Topics 1-2 Introduction to Specialist Assessment Test Manual Review Lectures and activities Conduct and write (Formative) Assessment Report 2 including: 3 9 TOMAL2: Familiarisation with manual Formative Presentation: Explaining the relevance to learning of the key findings of an assessment process to fellow practitioners Familiarisation with Phase Two Assessment Tools: *7 10 Lecture on Dyslexia and Phonological Processing CTOPP2 - Familiarisation with manual Widening Understanding of Assessment: additional tools and considerations *9 12 Conduct (Summative) Assessment Report 3 (Recorded) * Topics run concurrently Dedicated Summative Assignment Preparation Time: Assessment Report (3) Critical Commentary on the Assessment Process Postgraduate Programme Outline Syllabus - September 2013 Page 9 of 13

10 Module F: Research in Language and Learning This module gives practitioners the opportunity to critically evaluate a range of current research perspectives on language, learning and cognition and demonstrate a practical understanding of how established research techniques can be used to create and interpret our knowledge of learners with dyslexia and co-occurring difficulties and how they are affected by the dynamics of learning environments. Practitioners will study research methodology in order to develop a work-based project proposal to examine the dynamics of learning or workplace environments with reference to dyslexia and co-occurring difficulties. The breadth and depth of knowledge gained ensure that the practitioner has a sound basis from which to communicate the key issues in the field and strategically support the continuing professional development of colleagues in their setting in this complex area of study. The work-based research proposal generated during this module is designed to be taken forward and conducted under the auspices of the Institute for Work Based Learning (IWBL) at Middlesex University, providing the pathway to a Masters in Professional Practice in Dyslexia and Literacy. Week/s Topics Critical Enquiry: Dyslexia and Co-occurring Difficulties Research methodology Research Proposal: Design and Construction Peer Presentation: Strategically supporting professional development in Special Educational Needs/Disability (SEND) in own setting. Award Modules A, B, C, D, E and F - Postgraduate Diploma in Dyslexia and Literacy (Level 7) 120 Credits Candidates completing Modules A to F can apply for an Assessment Practising Certificate from Dyslexia Action (approved by the SpLD Assessment Standards Committee). Candidates completing Modules A to F with C2 can also apply for Associate Membership of the BDA (AMBDA). Postgraduate Programme Outline Syllabus - September 2013 Page 10 of 13

11 DYSLEXIA ACTION POSTGRADUATE PROGRAMME CERTIFICATE MODULE RESOURCES CERTIFICATE PROGRAMME Core and Recommended Resources Module A Perspectives of Dyslexia and Literacy Notes Recommended: 1. Brunswick, N. (2010). Reading and Dyslexia in different orthographies. Hove: Psychology Press 2. Cain, K. (2010) Reading development and difficulties (Vol 8). Wiley-Blackwell. 3. Kersaint, G., Thompson, D.R. & Petkova, M. (2009) Teaching Mathematics to English Language Learners, Abingdon: Routledge. Available via the Dyslexia Guild Electronic Library Available via the Dyslexia Guild Electronic Library Available via the Dyslexia Guild Electronic Library Module B Recommended: Principles of Assessment for Dyslexia and Literacy Lucas, B., & Claxton, G. (2010). New kinds of smart: how the science of learnable intelligence is changing education. Open University Press Notes Available via the Dyslexia Guild Electronic Library Module C CORE: Recommended: Structured Teaching Intervention for Dyslexia and Literacy Dyslexia Action s In-house Literacy Programme. Currently only available once enrolled on course (part of course materials). 1. Kennedy, G. (2003). Structure and Meaning in English: A guide for teachers. Harlow: Pearson Education Limited. Notes Available from Course Tutor Available via the Dyslexia Guild Electronic Library 2. Zwiers, J. (2007) Building academic language: essential practices for content classrooms, grades 5-12, Chichester. John Wiley & Sons Available from Amazon Links Dyslexia Guild Electronic Library: Please note that you need to be a Dyslexia Guild member to access the library. See for details (reduced rate available for PG students) Dyslexia Action Shop: Amazon: Postgraduate Programme Outline Syllabus - September 2013 Page 11 of 13

12 DYSLEXIA ACTION POSTGRADUATE PROGRAMME CERTIFICATE / DIPLOMA MODULE RESOURCES CERTIFICATE/ DIPLOMA PROGRAMME Core and Recommended Resources Module D Assessment of Literacy-Related Difficulties Notes CORE: Wechsler Individual Achievement Test (2 nd Edition) for Teachers. London: Harcourt Available from Dyslexia Action Shop CAN be used but please see Note (If your examinee falls within the given age range) EITHER: a. Detailed Assessment of Speed of Handwriting (DASH) (2007) OR: b. Detailed Assessment of Speed of Handwriting 17+ (DASH) Barnett, Henderson, Scheib, Schulz. Pearson UK. For learners 9 years to 16 years 11 months. Available from Dyslexia Action Shop For students aged years in further and higher education. Available from Dyslexia Action Shop Note re DASH: As a professional assessor it is essential to have an assessment tool or technique that examines the speed of written output. DASH fulfils this criterion to some extent but recent research is demonstrating that quantifying writing speed in a standardised way is fraught with difficulties. Recent guidance suggests that DASH 17+ is not suitable for the quantification of writing speed for the purposes of Disabled Students Allowance (DSA) as it is standardised on a sample of only 10 minutes duration and the structuring of the output is not academic. Links Dyslexia Guild Electronic Library: Please note that you need to be a Dyslexia Guild member to access the library. See for details (reduced rate available for PG students) Dyslexia Action Shop: Amazon: Postgraduate Programme Outline Syllabus - September 2013 Page 12 of 13

13 Module E CORE: CAN be used but please see important Note in Module D above DIPLOMA PROGRAMME Core and Recommended Resources Assessment of Specific Learning Difficulty (Dyslexia) 1. Wechsler Individual Achievement Test (2 nd Edition) for Teachers. London: Harcourt 2. Comprehensive Test of Phonological Processing 2 (CTOPP2). Pro-Ed. 3. Test of Memory and Learning 2 (TOMAL 2) Pro-Ed. (Manual + Examiners Booklets only) (If your examinee falls within the given age range) EITHER: Detailed Assessment of Speed of Handwriting (DASH) (2007) (9-16) OR: Detailed Assessment of Speed of Handwriting 17+ (DASH) Notes Available from Dyslexia Action Shop Available from Dyslexia Action Shop Available from Ann Arbor Publishers Details as given under Module D Module F Research In Language and Learning Notes CORE: 1. Hulme, C. J., & Snowling, M. J. (2009). Developmental disorders of language learning and cognition. Wiley-Blackwell. 2. Robson, C. (2011) Real World Research. Chichester: Wiley. Both available from Amazon Links Dyslexia Guild Electronic Library: Please note that you need to be a Dyslexia Guild member to access the library. See for details (reduced rate available for PG students) Dyslexia Action Shop: Amazon: Ann Arbor Publishers: Postgraduate Programme Outline Syllabus - September 2013 Page 13 of 13