Research shows that early recognition of dyslexia in pupils can have a huge impact on their literacy levels and school life. Dyslexia affects around 1 in 10 people in the UK, but only 4% of these may be severe enough to be noticed in school. Usually only the children who have significant differences get noticed. This online course looks at practical ways to recognise and support pupils with dyslexia.
|Duration||Learning Hours||Online Seminars||Tasks||Key Stage||Suitable For|
|1 Term||25 (includes Tasks and Seminars)||4||4||KS1, KS2, KS3, KS4||Teachers, Managers, SENCO's, Literacy Co-ordinators, TAs, HLTAs|
When you enrol on any of our online courses you will have access to an expert in their field, get 1:1 support & advice from an experienced, qualified and friendly tutor ready to answer your questions. All our courses are developed by experienced Teachers.
All course materials are available 24 hours a day via our website. All online seminars are recorded and made available to you. Access at any time, from anywhere using a computer, tablet or mobile.
All our online courses are certified and have completion criteria, once you have fulfilled the course requirements we will issue you with a course certificate. All our courses meet the 2016 DFE Standards for Teachers' Professional Development.
Session 1 - Recognising Dyslexia
What is dyslexia, theories and definitions. What a profile of a dyslexic learner might look like. Using dyslexia checklists to support identification of dyslexic type difficulties.
Session 2 - The Implications of Dyslexia
What are the implications of dyslexia for learners. Implications for reading and writing and other aspects of dyslexia including speed of processing, automaticity and working memory.
The impact of dyslexia on self-esteem importance of this in learning.
Session 3 & 4 - Strategies to support dyslexic learners in the classroom
These sessions will focus on ways of adapting the learning to support dyslexic type difficulties. Including using visual support, allowing time to process information, providing quiet space. (3 P’s pictures peace patience.) Different styles of learning.
Access to the course materials and eLearning area is for a 6 month period, tutor support for 1 term. There are 4 online seminars each lasting approximately one hour. Although we encourage candidates to attend the seminars live, they are recorded and uploaded for all candidates. If candidates are unable to attend the seminar they can watch the recording and ask any questions via email. The tasks are planned to fit in with teachers’ work requirements. There is a forum area allowing participants to share information and ask questions. To access the eLearning site and online seminars you require a computer with internet access and speakers / headphones, or a smartphone or tablet with the relevant apps installed.
You will be working with our Dyslexia specialist, Rosemary Charlton (AMBDA, APC, MA - Additional Learning Needs). Rosemary has spent many years teaching pupils from all key stages in both mainstream and special education settings across the country. She works in schools with children who have Specific Learning Difficulties: Dyslexia, Autism Spectrum Condition, ADHD and ADD. Rosemary currently works with children who have a diagnosis of dyslexia both individually and within a classroom context.
We have clearly outlined course outcomes and goals and evaluate participants’ prior knowledge in order to ensure progression. Course tasks are designed to help participants evaluate impact on themselves, their school and the pupils.
Course content is developed in line with current thinking and is thoroughly researched by our expert tutors. Course tasks are designed not only to fit in around participants day to day teaching, but also to link teacher practice to pupil experiences and outcomes. Task feedback and support is given to reinforce impact evaluation of teachers practice and the wider implication for pupils and the school. All our courses are independently evaluated to ensure intended outcomes and quality.
Our eLearning environment and the content of the seminars and tasks is structured to encourage participants collaboration, tutor support and to challenge existing methods in order to develop more informed practice and better pupil outcomes.
The online delivery and course models we use in our training ensures content and the learning experience is delivered over a period of time. Support and Mentoring is available throughout the duration of the course and course materials and seminars are available for an extended period after the course finishes.
The course outcomes outlined in our Individual Learner Plans help participants plan and collaborate with leaders in order to develop on-going professional development strategies and plans. Our tasks and course feedback provides evidence to show school leaders and to provide forward planning for participants professional development and practices.