Year 2: Two modules – Concepts and Contexts of Special Educational Needs and an Action

Research Project to complete the Graduate Diploma in Special and Inclusive Education.

The Specific Learning Difficulties modules are for SENCOs, support staff and all teachers interested in understanding and addressing the needs of pupils experiencing difficulties with literacy. The module will provide a critical review of current research into literacy development, a theoretical framework for understanding the nature of dyslexia and issues of identification. Participants will learn how to assess individual difficulties within this framework and plan learning goals for intervention.

The modules offer the opportunity for teachers to meet the Joint Council of Qualifications (JCQ) requirements. The course participants will be qualified to write the special reports for application for U.K. special examination arrangements.

Entry requirements

· Post A level qualification

· Two years working with children or adults

· Proof of proficiency in English

· Minimum overall score of 7.0 in IELTS

· Minimum 650 (280 in the computerised test) in TOEFL

Aims

The Specific Learning Difficulties Modules aim to engage participants in active learning to:

· Develop understanding and knowledge of current research in literacy acquisition and development.

· Explore issues and challenges relating to the nature of dyslexia.

· Choose appropriate formal and informal literacy assessments, to assess a pupil with literacy difficulties and to interpret their findings.

· Devise learning plans with appropriate goals and strategies based on assessment findings and research-based evidence of reading and spelling acquisition.

· Develop skills in planning and implementing a structured literacy programme for a pupil with literacy difficulties.

· Critically reflect on own learning and practice.

Assessment for the two Specific Learning Difficulties Modules
Teachers must have access to a pupil with severe and persistent literacy difficulties.

Module 1 – two assignments

· 2,500 word assignment on the theory underpinning literacy acquisition.

· 3,500 word assignment on the nature of dyslexia and assessment.

Participants must demonstrate competency by videoing an hour’s assessment of a pupil with literacy difficulties to meet the JCQ requirements.

Module 2 – one assignment of 6,000 words on planning and implementing a literacy programme.

Participants must demonstrate competency by videoing an hour’s teaching of a pupil with literacy difficulties to meet the JCQ requirements.

To pass each module the student needs to achieve a C-A grade.

Module Duration:

The course is offered in Cairo, Egypt at the Learning Resource Center:

· The Graduate Certificate requires one year part time

Start Date: September 2005 ‏

End Date: June‏ 2006

· The Graduate Diploma requires two years part time

Start Date: September 2005

End Date: June 2007‏

Institute of Education lecturers will deliver instruction at the Learning Resource Center in Cairo four times a year, provisionally early September and December, February and May. During each visit lecturing will be on Thursday evening, all day Friday, all day Saturday and a tutorial on Sunday evening. Tutorial support will also be offered through e-mail. The exact dates and times of the visits will be available at a later date through the Learning Resource Center.

All students registered on the Graduate Diploma will have access to the library services at the Institute of Education; such as online service, e-journals and postal service. Copies of key texts will be available at the Cairo Learning Resource Center.

Applications
Deadline for applications to be handed in to Hanan Abbass is the 1st June 2006 For more information please contact by email hananabbass@yahoo.com Application forms should be collected from:

Ms. Hanan Abbass

Training Services Coordinator

The Learning Resource Center

Building 9 " Road 278,

New Maadi,

Cairo, Zip 11434,

Egypt.

Tel: (+202) 5163965 or 67

Fax: (+202) 520 3110

Mobile: (+2012) 233 2809

Visit IoE home page at: http://www.ioe.ac.uk

Visit LRC home page at: http://www.lrcegypt.com

Graduate Diploma in Special and Inclusive Education

Graduate Diploma in Special and Inclusive Education

Graduate Certificate in Special and Inclusive Education

Duration: Year 1 - Spring and Summer terms

The Specific learning Difficulties Module 2 is for SENCOs, support staff and all teachers interested in addressing the needs of pupils experiencing difficulties with literacy. The module will provide understanding of current research and theories into literacy and the implications for planning effective teaching for pupils with literacy difficulties. Participants will learn how to plan, teach and evaluate an effective teaching programme for a pupil with literacy difficulties. Teachers who follow this module will develop a reflective and informed perspective to their educational practice.

Module structure - Teachers will cover the following topics in relation to:

A Theoretical Perspectives of:

o Children’s normal development of reading and spelling.

o Target setting.

Effective evidence based teaching methods, programmes and strategies.

B Skills required to:

Interpret assessment findings

Plan long, medium and short-term goals

Teach pupils who have difficulties with phonological knowledge, reading accuracy and speed, comprehension, spelling and writing.

The following teaching procedures will be covered:

Phonic programmes i.e. RML and Direct Phonics for primary and secondary aged pupils

Multi-sensory reading and spelling programmes, such as simultaneous oral spelling and pause, prompt, pause, THRASS, Phono-graphix

Paired reading

Modelling, scaffolding and writing frames.

Directed activities related to texts.

Meta-cognitive approach: learning how to learn

All in relation to a pupil with severe and persistent literacy difficulties.

C Understand the procedures for implementing the National Literacy Strategy for pupils with literacy difficulties.