Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module aims to allow participants to reflect critically on the category of Dyslexia, to provide them with a secure understanding of current (and contested) state of knowledge in the area, and to feel informed and empowered to respond to learners placed in this category in inclusive, effective and ethical ways. Attention will be given to national and international literature, policy and guidance. The academic, emotional, and social dimensions of dyslexia will be addressed, with reference to recent developments in the educational landscape (e.g. in assistive technology). The module will focus particularly on developing teacher competencies in areas such as screening and assessment and supporting and including learners assessed with Dyslexia in a range of contexts. Its holistic perspective will emphasise the importance of developing and supporting self-esteem, self-direction and resilience. The module includes presentations by learners with Dyslexia about their experiences of educational contexts. The roles and contributions of various actors, agencies and bodies will be explored. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate increased knowledge and understanding of current understandings of Specific Learning Disability: Dyslexia and be able to describe and critique the main causal theories postulated in this area ¤nt consensus definition. 2. Show an ability to reflect critically on the category of Dyslexia ¤nt consensus definition. 3. Be aware of and able to analyse and critically evaluate relevant national and international policy, guidance, reports and literature on the topic. 4. Be aware of and demonstrate knowledge of and familiarity with a range of formal and informal approaches and educational assessment tools and an ability to interpret the findings of these within a holistic view of the learner. 5. Be able to describe the features of a dyslexia-friendly learning environment, especially at the classroom and whole-school levels. 6. Demonstrate an awareness key issues relevant to the education of learners who have dyslexia. 7. Show an appreciation of evidence-based pedagogic responses to learners who have dyslexia and a knowledge of how to put a number of these into practice. 8. Show awareness of a range of personal perspectives articulated by learners from childhood to adulthood who have Dyslexia/Specific Learning Disability: Dyslexia. 9. Reflect on a range of social and emotional issues related to dyslexia and discuss how these can affect the well-being and continuing educational development of learners with Dyslexia/Specific Learning Disability: Dyslexia. Demonstrate knowledge of a range of approaches to respond appropriately to these | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Indicative Content Understanding the nature of dyslexia from psychological and sociological perspectives. • Co-occurrence of dyslexia and other assessed categories: an examination. • Current Issues around dyslexia (e.g. IQ discrepancies, dyslexia v reading difficulties). • Consider national legislation, national and school policy and guidance. • Early Identification, screening and educational assessment; approaches and instruments (formal and informal). • Evidence-based approaches to catering for learner diversity in the classroom. • Affective and emotional dimensions of dyslexia, the role of self-concept and self-esteem. • The development of dyslexia-friendly schools and learning environments. • Working with others: parents, other professionals within and outside the school. • Learner perspectives, including those of children, students and adults deemed to have dyslexia. • Advocacy. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books: None Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||