Teaching Children with Specific Learning Difficulties - Module 1
Module title: Understanding Specific Learning Difficulties
Led by Dr. Geraldine Price
Dates: 14th/15th June and 15th/16th November 2010Venue: Uplands Conference Centre, High Wycombe
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This module provides a foundation of knowledge and understanding regarding the education of those children who experience specific difficulties. It will present current research and developments and participants will be encouraged to critically examine the term specific learning difficulties, i.e. the nature, impact, identification and assessment. The umbrella term ‘Specific Learning Difficulties’ is used to cover a range of hidden impairments which may have overlapping symptoms and create educational barriers to learning. In particular, it will examine the learning profiles and needs of pupils with ADHD, Asperger’s Syndrome, Dyscalculia, Dyslexia and Dyspraxia.
Overview of course content:
An overview of the relevant legislation, research and good practice to support inclusive approaches to meeting the additional learning needs of pupils.
- An examination of the difficulties associated with pupils with specific learning difficulties (SpLD), e.g. motor skills, information processing, memory, personal organisation or social skills as well as key issues including poor self-esteem, high anxiety and stress related illnesses
- An examination of the learning profiles and needs of pupils with ADHD, Asperger’s Syndrome, Dyscalculia, Dyslexia and Dyspraxia
- An overview of literacy development and progression encompassing oral, reading and writing development, focusing upon phonological, morphological and processing skills within literacy acquisition
- An introduction to the principles of teaching pupils with specific learning difficulties, i.e. developmental, multi-sensory, structured and sequential teaching approaches, undertaken on an individual and group basis, will be discussed
- An introduction to the principles of effective formal and informal assessment approaches to support the identification of individual learning needs and the planning of provision to meet these needs
- A discussion about how anxiety and emotional issues can affect a pupil's ability to access the curriculum
- An overview of the range of external agencies available to support pupils with specific learning difficulties
- Understand and critically evaluate the broad range of learning needs encompassed in the term of Specific Learning Difficulties (SpLD)
- Identify and analyse the range of barriers to routine learning
- Develop knowledge of current legislation concerning pupils with additional needs
- Develop knowledge of screening tools and informal assessment suited to the age and ability of learners in order to identify learning needs and individual strengths and weaknesses
- Identify and utilise basic principles underpinning the successful teaching of individuals with SpLD to critically analyse issues and create practical solutions for use in their teaching
- Critically evaluate the contribution of others to the successful resolution of individual difficulties
- Reflect upon their professional development
Part 1: 14th & 15th June 2010
Day one - 14th June 2010: SpLD and the legislative and educational framework
Learning outcomes:- To be aware of the relevant legislation relating to SpLD
- To evaluate and critically analyse SpLD definitions and checklists
- To be aware of the current research relating to SpLD
- To explore practical whole school issues
0920 What is SpLD?
1040 Break
1100 How does research and legislation inform classroom practice?
1200 Lunch
1315 Profiles and Co-occurrence
1415 Break
1430 Whole school issues
1530 Course housekeeping
1600 End
Day two - 15th June 2010: How do you identify an SpLD student?
Learning outcomes:- To understand the various methods which can be used to identify difficulties
- To develop knowledge and understanding of formal and informal methods of assessment
- To develop a set of protocols for classroom identification & assessment
- To develop an understanding of literacy and be aware of progression in oral, reading and writing development
0920 Formal v Informal Assessment
1040 Break
1100 What is the role of screening and what tools are available?
1200 Lunch
1250 Reading between the lines: Reading a psychologist's report
1415 Break
1430 A developmental continuum for reading, spelling and writing
1530 Course housekeeping
1600 End
Part 2: 15th & 16th November 2010
Day three - 15th November 2010: What is literacy?
Learning outcomes:- To develop an understanding of literacy
- To be aware of progression in oral, reading and writing development
- To understand phonological, morphological and language processing skill acquisition
- To understand key literacy terminology
0920 Reading
1040 Break
1100 Spelling
1200 Lunch
1315 Writing
1415 Break
1430 Programmes to teach literacy
1530 Course housekeeping
1600 End
Day four - 16th November 2010: Nurturing Independence for the SpLD student
Learning outcomes:- To understand the impact of emotional difficulties on SpLD for students and families
- To understand the impact of social difficulties on SpLD
- Independence
- To be aware of the range of external agencies available to support pupils with specific learning difficulties
0920 How does emotion affect learning?
1040 Break
1100 Social skills and challenges
1200 Lunch
1250 Independent Learning
1415 Break
1430 Where can you go for help and advice?
1530 Course housekeeping
1600 End
The course will employ a range of teaching and learning activities broadly described as Blended and Flexible and Distributed Learning which include:
- Lectures/Presentations
- Practical workshops and discussion groups
- Seminars
- Group tutorials
- Distance learning materials, CD ROMs, email and telephone support
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Worcester University
Module 2: Meeting the individual learning needs of pupils with Specific Learning Difficulties
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