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Teaching Children with Specific Learning Difficulties - Module 2

FilCameModule title: Meeting the individual needs of pupils with Specific Learning Difficulties

Geraldine PriceLed by Dr. Geraldine Price

Dates: TBC
Venue: TBC
Fees: TBC
Link to course overview
Link to Module 1 description

This module is set within the Special Educational Needs and Disability Act (2001) and Children’s Act 2004 (England and Wales) and the Education (Additional Support for Learning) (Scotland) Act 2004 and Children’s Services Act 2007 (Scotland) legislative and policy frameworks and it will enable course members to develop techniques and strategies to solve difficulties individual pupils/students with Specific Learning Difficulties (SpLD) may experience in literacy, numeracy or in developing personal and social skills. Module 2 provides opportunities to explore how to provide a differential curriculum within the working context of course participants. In particular, it focus on how to develop study and thinking skills and other high order skills with SpLD learners in the classroom.

The philosophy underpinning this module is that children and young people with specific learning difficulties are entitled to access the full range of educational provision available to their peers. This is established within the statutory inclusion statement in the National Curriculum for England (DfEE 2000) and reaffirmed in National Literacy (DfES 1997) and Numeracy Strategy (DfES 1999), the Code of Practice (2001) and the Inclusion Development Programme (DCSF, 2008).

The focus of this module is to link theory and practice, developing skills in teaching pupils with SpLD. It will encourage participants to adopt a holistic and balanced view as they analyse the teaching and learning needs of individuals with SpLD. In particular, course members will begin to apply pupil-led, negotiated learning/teaching; multisensory, and active learning techniques. There will also be opportunities to adapt and create resources for dyslexic and dyscalculic students; and to critically review a range of ICT equipment and software.

On successful completion of the module, students should be able to: 
  • Critically evaluate classroom environments to facilitate individual access and learning
  • Critically appraise a range of structured, sequential, multi-sensory teaching strategies
  • Plan, teach and evaluate appropriate interventions and adaptations in relation to the assessed needs of a range of learners with SpLD
  • Critically analyse a range of technical aids to teaching, including the contribution of ICT
  • Anticipate the social, emotional and community issues and their implications for learners with SpLD and their families
  • Communicate effectively with teachers, parents and other professionals on the needs and achievements of learners with SpLD
  • Reflect upon their professional development
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
Links:
Worcester University
Module 1: Understanding Specific Learning Difficulties
Overview page



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