Postgraduate Course: Specific Learning Difficulties: Dyslexia (SpLD1) (EDUA11235)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||This course is designed for all teachers and professionals who support children in their learning. It will provide opportunities for participants to critically explore theoretical aspects of dyslexia and examine and analyse recent research in this area. The course seeks to broaden awareness of perspectives thus enabling professionals to identify and support young people with this specific learning difficulty through examination of the curriculum and consideration of more flexible curricular arrangements.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2022/23, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Discuss current theoretical issues relating to the field of dyslexia and provide a critical detailed analysis of the assessment process in your country. Consider within school barriers to learning and discuss ways in which inclusive learning and teaching approaches can be selected to support a learner with dyslexia. You should contextualise your response.
This response may take the form of a 4,000 word report or a voiced Powerpoint presentation.
||Students will receive feedback by the second face to face meeting about their academic writing and use of referencing conventions.
|No Exam Information
On completion of this course, the student will be able to:
- critically review recent research in the area of specific learning difficulties.¿
- show a critical understanding of the principal theories, concepts and principles in relation to dyslexia
- be able to identify dyslexic pupils and have a critical awareness of theoretical and practical aspects of assessment.¿
- be familiar with specific teaching and learning approaches which can facilitate access to the curriculum for these learners.
|Ashton, C (2001) Assessment and support in secondary schools - An educational psychologist's view in L. Peer & G. Reid, Dyslexia -Successful inclusion in the secondary school, London: David Fulton|
Burden, R. (2008) Is Dyslexia Necessarily Associated with Negative Feelings of Self-worth? A Review and Implications for Future Research, Dyslexia, 14, 3, 188 - 196.
Cline, T. and Frederickson, N. (1999) Identification and assessment of dyslexia in bi/multilingual children. International Journal of Bilingual Education and Bilingualism, 2,2 pp. 81- 93.
Courtney, F.N., Tomblin, J.B. and Bishop, B.V.M. (2008) Understanding developmental language disorders: from theory to practice. Brighton: Psychology Press.
Eden, G. and Flowers, L. (2008) Learning, Skill acquisition, reading and dyslexia, International Rodin Remediation Conference, Georgetown University.
EHRC: Equality Act (2010): Code of Practice: Education and Schools
Everatt, J., Weeks, S. and Brookes, P. (2008) Profiles of Strengths and Weaknesses in Dyslexia and other Learning Disabilities, Dyslexia, 14 (1) 16 - 41.
Fawcett, A. and Nicolson, R. (2008) Dyslexia and the cerebellum, in Reid, G. Fawcett, A., Morris, F. and Siegal, L. (eds) The Sage Handbook of Dyslexia, London: Sage Publications (Ch 4)
Frith, U (1999) Paradoxes in the definition of dyslexia, Dyslexia 5,192 -214
Galaburda, A M (1999) Developmental Dyslexia: A Multileval Syndrome, Dyslexia 5,183 - 191
Gallagher, A., Frith, U. and Snowling, M. (2000) precursors of literacy delay among children at genetic risk of dyslexia, Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(2) 203 - 213.
Hatcher, J.(2009) Managing the needs of pupils with dyslexia in mainstream classrooms, In C. Hulme & M. Snowling, Developmental Language Learning and Cognition, Chichester: Wiley & Son.
HMIe (2008) Education for Learners with Dyslexia
Hornstra, L., Denessen, E., Bakker, J. and Voeten, M. (2010) Teacher attitudes towards dyslexia: effects on techer expectations and the academic achievement of students with dyslexia, Journal of Learning Disabilities, 43:6, 515 - 529
Hulme, C. and Snowling, M. (2009) Developmental disorders of language, learning and cognition (Chapter 4). Chichester: Wiley.
International Dyslexia Association, (2000), Just the Facts, Multisensory Teaching, Baltimore: IDA.
Kirby, A., Davis, R., Bryant, A.(2005) Do teachers know more about specific learning difficulties than general practitioners? British Journal of Special Education 32 (3) 122 - 126.
Kriss, I. and Evans, B.J.W. (2005) The Relationship between dyslexia and Mears¿Irlin Syndrome, Journal of Research in Reading, 28 (3) 350 - 364.
Macdonald, S.J. (2009) Windows of Reflection: Conceptualising Dyslexia Using the Social Model of Disability, Dyslexia 15 (4) 347-362.
Nicolson, R (2002) The Dyslexia Ecosystem, Dyslexia, 8 (2) 55-66
Nicolson, R.I., Fawcett, A.J., Brookes, R.L. and Needle, J. (2010) Procedural Learning and Dyslexia, Dyslexia 16 (3) 194-212.
Nisbet, P. D and Aitken, S. (2007) Books for All: Accessible curriculum materials for pupils with additional needs, Executive Summary Report to Scottish Executive, CALL Scotland
Norwich, B. (2009) How compatible is the recognition of dyslexia with inclusive education? in G.Reid, The Routledge Companion to Dyslexia, London: Routledge
Ott, P. (1997) How to detect and manage dyslexia, Oxford: Heinemann Chapter 2
Reid, G. (2009) Dyslexia, A Practitioner's Handbook (fourth edition), Chichester: Wiley, Chapter 4, Identifying Need.
Riddick, B., Wolfe, J. and Lumsden, D. (2002) Dyslexia A Practical Guide for Teachers and Parents, London: David Fulton
Scottish Executive, (2010), Supporting Children's Learning: Code of Practice (Revised Edition), Edinburgh: Scottish
Government (Chapters 1, 2 and 3) Supporting children's learning: code of practice
Shaywitz, S. (2003) Overcoming Dyslexia, New York: Vintage Books (Chapter 23, Accommodations)
Singleton, C (2009), Visual Stress and Dyslexia, in G.Reid, The Routledge Companion to Dyslexia, London: Routledge
Smyth, I. (2010) Dyslexia in the Digital Age: making IT work, London, New York : Continuum International Pub. Group (Chapter 2 Testing)
Stein, J. (2008) Neurobiological Basis of Dyslexia, in Reid, G., Fawcett, A, Manis, F and Siegal, L. (Eds) The Sage Handbook of Dyslexia, London: Sage Publications.
Thomson, M. (2008) Supporting Students with Dyslexia in Secondary Schools: Every Class Teacher's Guide to Removing Barriers and Raising Attainment, London: Routledge
Vellutino, F.R., Fletcher, J.M., Snowling, M.J. and Scanlon, D.M (2004) Specific Reading Disabilities (Dyslexia) What have we learned, Journal of child psychology and psychiatry 45 (1) 2-40.
West, T.G. (1997) In The Mind¿s Eye, New York: Prometheus Books.
Wolf, M. & O'Brien, B. (2001) On issues of time, fluency and intervention, in Fawcett, A (2001)(ed) Dyslexia Theory and Good Practice, London: Whurr
|Graduate Attributes and Skills
||Ability to work with other professionals in a team to provide support for students with dyslexia.
Critical reading of theory, policy and research evidence.
|Additional Class Delivery Information
||Blended learning format course over 8 sessions. Face for face sessions are on a Saturday.
|Keywords||specific learning difficulties,dyslexia
|Course organiser||Dr Julie Ross
Tel: (0131 6)50 6828
|Course secretary||Miss Miao Zhang
Tel: (0131 6)51 6265