DYS403 Dyslexia

Learning Outcomes

a) Identify and describe educational experiences associated with dyslexia and associated learning differences.

b) Describe features of a ‘dyslexia friendly’ school where inclusive educational practices support individuals with dyslexia and the identified associated learning differences

c) Analyse historical and contemporary challenges and practices for supporting individuals with dyslexic learning differences, and their family/carers.

e) Identify and describe the range of additional supports an individual with dyslexic learning differences, and their carer, needs in education.

Context:

The rationale behind an approach introduced into schools with an inclusive ideology, is referred to as ‘dyslexia friendly’. Underpinned by the social model of disability, that we could consider dyslexia to be a disability, that can be removed through a change in teaching and assessment practice, then, to achieve that change, more teacher education and professional development is essential. To raise awareness of dyslexia and its characteristics, definitions, and effective, evidence?based teaching methods, clear and unequivocal information needs to be given to both pre and in service teachers, so a sound knowledge, and good communication skills are two vital components. The aims of this assessment task are to analyse your own teaching context with regard to educating colleagues about identifying and accommodating the learning needs of the student with dyslexia.

Instructions

Create a presentation (of approximately 10 minutes), using the modality of choice (e.g. a short video; animated talk, audio etc.) This will highlight the complexities of dyslexia, the profile of features, and support needs, associated with dyslexia and the learning differences in education. The presentation should link to relevant literature regarding causal theories and definitions of dyslexia, and should be supported with specific information of disability legislation and an example of strategies that remove barriers to learning for the student with dyslexia. You are arguing here for a position on changing practice to meet the learning needs of the individual with dyslexia that supports inclusive practice doctrines.