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Session: 2022/23
Last modified: 31/03/2022 11:59:33
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Title of Module: Dyslexia |
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Code: EDUC11069 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | L
McAuliffe |
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| Summary of Module |
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This module aims to promote participants’ understanding of the nature and implications for learning and teaching of dyslexia. This is achieved through exposure to different theoretical and research perspectives, and engagement with a range of relevant issues. The module starts with an overview of the nature of dyslexia and proceeds with a critical examination of issues relating to identification and support. Trends in research in dyslexia are considered and the evidence base of a range of approaches and practices associated with this condition are examined. Based on their developing understanding of dyslexia, participants are invited to make informed judgments about the features of effective educational provision for learners with dyslexia. Throughout the module, participants are given opportunities to consider how insights from their learning can be applied to enhance relevant practice.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate and work with knowledge that covers and integrates the main dimensions of dyslexia, including their features, boundaries, terminology and conventions.
L2.
Demonstrate critical understanding of the principal theories, concepts and principles associated with dyslexia.
L3.
Demonstrate critical understanding of current issues associated with dyslexia.
L4.
Critically evaluate strategies and approaches used to support learners with dyslexia and consider how they can be enhanced.
L5.
Present reasoned arguments and express ideas in a clear, coherent style that follows closely the UWS academic writing and referencing guidance. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Deep understanding of key concepts and principles relating to dyslexia.
Critical understanding of issues pertaining to the identification and support provision in dyslexia.
Critical understanding of current approaches to the education of learners with dyslexia, and awareness of their theoretical underpinnings and relationship to recent/current research findings.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Critical reflection on professional practice in the area of dyslexia, and on contemporary issues that affect it.
Consideration of how insights arising from the module can be applied to enhance practice.
Retrieving, interpreting and manipulating primary and secondary information relevant to the above from a variety of sources including academic databases.
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| Generic Cognitive skills |
SCQF Level 11.
Applying critical analysis to issues impinging on inclusive practice in relation to dyslexia.
Giving reasoned opinions, identifying flaws in arguments and discriminating between what is of relevance and what isn’t especially in relation to educational practice in the context of dyslexia.
Synthesizing imaginatively and creatively information from a variety of sources, including academic research publications.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicating knowledge and understanding of inclusive practice in relation to dyslexia effectively and appropriately to a range of audiences including peers, senior colleagues and specialists.
Making effective use of information retrieval systems and information technology applications to present ideas and arguments in an appropriate form. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercising autonomy and initiative and taking responsibility for own work.
Working effectively in collaboration with others in groups or teams, taking a leadership role where appropriate.
Systematically identifying and addressing own learning needs both in current and in new areas with particular reference to dyslexia, making use of academic research and scholarship as appropriate.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| The module handbook and other materials made available to students will give specific information on the particular learning and teaching methodologies that will be used in the module. These will clarify for students what to expect in terms of tutor guided activities, and in terms of the overall balance of learning and teaching methodologies to be used during the module. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Asynchronous Class Activity | 60 |
| Independent Study | 140 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Armstrong, D. (2014) Key Perspectives on Dyslexia: An Essential Text for Educators. Abingdon: Routledge.
Elliott, J.G. and Grigorenko, E.L (2014) The Dyslexia Debate. Cambridge, Cambridge University Press.
Reid, G. (2020) Dyslexia and Inclusion: Classroom Approaches for Learning, Teaching and Assessment (3rd ed). Abingdon: Routledge.
Plus selected articles from the latest issues of relevant journals including:
Annals of Dyslexia;
British Journal of Special Education;
Dyslexia;
European Journal of Special Needs Education;
International Journal of Inclusive Education; Support for Learning
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Completion of all scheduled induction, coursework, and assessment tasks. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | K Mohammed |
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| External Examiner | S Jones |
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| Accreditation Details | |
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| Version Number | 2.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Portfolio |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using the university VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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