Postgraduate Course: Specific Learning Difficulties: Dyslexia (SpLD1) (EDUA11235)
Course Outline
| 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 |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| 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. |
| Course description |
Not entered
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
|
| Academic year 2025/26, Available to all students (SV1)
|
Quota: 0 |
| Course Start |
Semester 2 |
| Course Start Date |
12/01/2026 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 20,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
176 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
This response may take the form of a 4,000 word essay or a voiced Powerpoint presentation.
|
| Feedback |
Students will receive feedback by the second face to face meeting about their academic writing and use of referencing conventions. |
| No Exam Information |
Learning Outcomes
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.
|
Reading List
Addressing Dyslexia Toolkit Working Group (2017) Addressing Dyslexia - Roles and Partnership Working. http://addressingdyslexia.org/roles-and-partnership-working.
Addressing Dyslexia Toolkit Working Group (2017) Addressing Dyslexia Toolkit. http://addressingdyslexia.org/identification-formstemplates.
Addressing Dyslexia Toolkit Working Group (2017) Addressing Dyslexia Toolkit - Technology. http://addressingdyslexia.org/technology.
Bec Marland (2020) Reading Rights: Dyslexia Policy Enactment and Challenges for Inclusion: Dyslexia Policy Enactment and Challenges for Inclusion. In: Inclusive education is a right, right? Leiden, Boston : Brill Sense. pp. 158¿171. doi:10.1163/9789004434783_013.
British Dyslexia Association (2025) About Dyslexia. https://www.bdadyslexia.org.uk/dyslexia.
Cano, S.R., Alonso, P.S., Benito, V.D. & Villaverde, V.A. (2021) Evaluation of Motivational Learning Strategies for Children with Dyslexia: A fordysvar proposal for education and sustainable innovation. Sustainability (Basel, Switzerland). 13 (5), 1¿15. doi:10.3390/su13052666.
Catts, H.W., Terry, N.P., Lonigan, C.J., Compton, D.L., Wagner, R.K., Steacy, L.M., Farquharson, K. & Petscher, Y. (2024) Revisiting the definition of dyslexia. Annals of dyslexia. 74 (3), 282¿302. doi:10.1007/s11881-023-00295-3.
Equality and Human Rights Commission. (2021) Article 2 of the First Protocol: Right to education | Equality and Human Rights Commission. https://www.equalityhumanrights.com/en/human-rights-act/article-2-first-protocol-right-education.
Fung, L.K. (2021) CHAPTER ONE: Neurodiversity: The New Diversity. In: Neurodiversity. United States, American Psychiatric Association Publishing. p.
Fung, L.K. (2021) CHAPTER SIX: Strengths-Based Model of Dyslexia. In: Neurodiversity. United States, American Psychiatric Association Publishing. p.
Javed, S., Muniandy, M., Lee, C.K. & Husni, H. (2023) Enhancing teaching and learning for pupils with dyslexia: A comprehensive review of technological and non-technological interventions. Education and information technologies. doi:10.1007/s10639-023-12195-5.
Jones, A., Kindersley, K., Blackhouse, G. & Morris, K. (2013) Dyslexia: Assessing and Reporting: The PATOSS Guide. Second edition. London: Hodder Education.
Kelly, K.S. (2016) Teaching literacy to learners with dyslexia: a multisensory approach / Kathleen Kelly, Sylvia Phillips. Second edition. Los Angeles, SAGE. https://contentstore.cla.co.uk/secure/link?id=37615de1-e9ed-ee11-8076-0050f2f06092.
Martin, J. (2020) Five Myths About Assistive Technology for Students with Dyslexia. Perspectives on language and literacy. 46 (4), 11¿14. https://search.proquest.com/docview/2671903257?pq-origsite=primo.
Mossige, M., Bundgaard Svendsen, H., Almgren Bäck, G., Svensson, I., Dolmer, G., Fälth, L., Berg Gøttsche, N., Rønneberg, V. & Selenius, H. (2023) Study Protocol: Text Performers¿Using Speech-to-Text Technology to Support Students With Dyslexia During Text Production. Nordic journal of literacy research. 9 (2), 99-. doi:10.23865/njlr.v9.3768.
Mossige, M., Arendal, E., Kongskov, L. & Svendsen, H.B. (2023) How do technologies meet the needs of the writer with dyslexia? An examination of functions scaffolding the transcription and proofreading in text production aimed towards researchers and practitioners in education. Dyslexia (Chichester, England). 29 (4), 408¿425. doi:10.1002/dys.1752.
Reid, G. (2016) Dyslexia: A Practitioner¿s Handbook. Chichester: John Wiley & Sons.
Scottish Government (2017) Statutory guidance the Education (Additional Support for Learning) (Scotland) Act 2004 as amended. https://www.gov.scot/publications/supporting-childrens-learning-statutory-guidance-education-additional-support-learning-scotland/.
Snowling, M. & Hulme, C. (2024) Do we really need a new definition of dyslexia? A commentary. Annals of dyslexia. [Online] 74 (3), 355¿362.
Wolf, M., Gotlieb, R.J.M., Kim, S.A., Pedroza, V., Rhinehart, L.V., Tempini, M.L.G. & Sears, S. (2024) Towards a dynamic, comprehensive conceptualization of dyslexia. Annals of dyslexia. 74 (3), 303¿324. doi:10.1007/s11881-023-00297-1.
|
Additional Information
| 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 |
The course runs over ten sessions, each lasting 2 hours, These sessions are a mixture of face to face workshops and lectures. In addition, there will be 4 hours (divided over the 10 weeks) of online activities, including discussion forums.
|
| Keywords | specific learning difficulties,dyslexia |
Contacts
| Course organiser | Dr Julie Ross
Tel: (0131 6)50 6828
Email: Julie.ross@ed.ac.uk |
Course secretary | Ms Tara Kay
Tel:
Email: Tara.Kay@ed.ac.uk |
|
|
University Homepage