Dyslexia Research and Practice MA

1. Definitions, prevalence and co-occurrence of dyslexia;
2. Consensus and disagreement: examining causal theories of dyslexia and expected models of typical development across the curriculum;
3. Barriers to learning and inclusion;
4. The principles of assessment; analysing f informal assessment of dyslexia;
5. Effects of assessment, early identification and screening, models of identification, barriers to learning and inclusion.

Module Aims

1. To identify and evaluate assessment methods for dyslexia;
2. To increase confidence and competence regarding informal identification and assessment for dyslexia.
3. To explore and critically evaluate causal theories of dyslexia and their impact on learning;

1. The role of a dyslexia specialist in disseminating knowledge to the wider educational setting;
2. Learning environments that facilitate personalised learning within inclusive settings (dyslexia friendly);
3. Dyslexia within the wider fields of Special Educational Needs & Disabilities (SEND) and Social, Emotional and Mental Health (SEMH).
4. Dyslexia and the curriculum, addressing barriers to learning.

 Module Aims

1. To develop students’ confidence in producing dyslexia related learning and teaching CPD materials.
2. To understand dyslexia within the wider fields of Special Educational Needs & Disabilities (SEND) and Social, Emotional and Mental Health (SEMH).
3. To critically engage in the debate surrounding curriculum developments and creating inclusive classroom environments.

1. Design and teach individualised learning programmes and lesson plans using multi-sensory learning and teaching strategies;
2. Literacy skills development at etymological, phonological and morphological levels, higher level reading, writing and study skills development where appropriate.
3. Demonstrate an understanding of the impact of multi-sensory, metacognitive, working memory and phonological approaches to learning.
4. Develop an understanding of supporting a learner with dyslexia by using metacognitive and individualised learning and teaching strategies.
5. Critically reflect on the teaching practice to inform next step planning.

Module Aims 

1. Critically analyse the development of and use of structured, sequential, multi-sensory teaching programmes for dyslexic learners, making specific reference to working memory and metacognition.
2. Develop student’s ability to act as ‘Specialist Teachers’, devising, delivering and evaluating a multi-sensory, structured and cumulative literacy programme, including the use of ICT, to meet the requirements of British Dyslexia Association.
3. Establish a range of strategies to competently engage in an advisory capacity with students, parents, colleagues and professional agencies regarding dyslexia and the progress of the learner.    

1. To critically analyse the theory and practice of using psychometric assessments to diagnose dyslexia.
2. To critically evaluate the psychometric assessment of cognitive abilities and difficulties in learners with dyslexia.
3. To apply the theory behind psychometric assessment of literacy skills in learners with dyslexia to the practice of developing a teaching programme and/or making requisite recommendations, including study skills and/or numeracy where appropriate.

1. To establish the process of psychometric assessment, including selecting appropriate tests.
2. To establish the relationship of theory to the psychometric assessment of cognitive abilities and difficulties of learners with dyslexia.
3. To develop the ability to make recommendations for a teaching programme and/or workplace accommodations and reasonable adjustments matched to the individual needs of the learner with dyslexia
4. To investigate the theory and practice of psychometric assessment for learners with dyslexia in the context of learning and teaching.

1. To understand the rationale behind the professional, formal dyslexia reporting format.
2. To interpret results in light of current, academic definitions of dyslexia in order to make a diagnosis.
3. To understand the legal and professional issues faced by a specialist assessor.
4. To consider the ethical and practical implications of assigning labels for Specific Learning Difficulties (dyslexia).

1. To construct two full psychometric reports, adhering to SASC official structure and guidance.
2. To demonstrate consideration for legal and professional issues for a specialist assessor
3. To evaluate the value of labels for Specific Learning Difficulties (Dyslexia).

1. Deepening specialist teaching skills for learners with dyslexia through the development of
   individualised learning programmes and lesson plans using multi-sensory learning and teaching
   strategies;
2. Critically reflect on the practical and theoretical principles of assessing literacy difficulties for
   learners with dyslexia and additional co-occurring factors: English as an additional language
   (EAL) and/ or co-occurring SpLD difficulties;
3. Critically reflect on social, community and cultural issues related to psychometric assessment of
   literacy difficulties;
4. Reflecting on personal practice and disseminating knowledge to wider professionals.

1. To complete a full diagnostic dyslexia assessment report, fully meeting SASC standards to demonstrate
   competence and understanding of the assessment process.
2. Design, deliver and critically reflect on a sequence of 10 hours specialist dyslexia teaching to meet the
   requirements of the British Dyslexia Association for AMBDA.
3. Design and deliver staff CPD training on inclusive, dyslexia-friendly practice, incorporating wider factors
   that may impact on a dyslexic learner in the educational setting. Explicit reference to the assessment
   process must be made.

1. Exploiting previous knowledge of research methods and enquiry.

2. Creating a research plan and timeline.

3. Locating and contextualising the research within the literature.

4. Undertaking research in accordance with ethical guidelines including the submission of the Research Ethics Application Form.

5. Using an appropriate methodology.

6. Collecting evaluating and interpreting data.

7. Responding to changes in research intentions and outcomes.

8. Writing up the research.

1. To undertake a substantial empirical enquiry in a professional setting.

2. To critically reflect on the individual experience of carrying out research.

3. To link research to the possibilities for change in a professional context.