Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module is the final ‘capstone’ module and synthesises the learning from the entire programme. The focus is on integrating assessment and practice for the learner with dyslexia. In addition, this module focuses on whole school support for dyslexia. Students draw together information from a wide range of sources. Observations and careful interpretations will guide the recommendations for supporting the individual learner. Individualised assessments, and evaluated teaching support is recorded through the Professional Practice Portfolio. Feedback from tutors, other students and colleagues are used to inform, reflect and share insights on integrating assessment and practice. Consideration is also given to building a school based learning community in the students’ own work context, building on ED8061 and ED8062 as students plan a research project titled ‘Meeting the Needs of All'. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. 1E26389E-69DD-0001-B52F-CF10603018C1 2. Consolidate knowledge of diagnostic assessment and individualised profiling to inform and advise on strategies to promote the development of independence for learners with SpLD/Dyslexia 4. 7,6 5. 1 6. 1E26389E-7729-0001-EE89-1C293E2C1FA9 7. Critique the evidence base concerning effective interventions for learners with dyslexia and literacy difficulties and demonstrate how such knowledge may be used in monitoring and evaluating programmes of support 9. 7,6,11,9,10 10. 2 11. 1E26389E-85F4-0001-A52C-1DB0840D57A0 12. Create and construct a Professional Practice Portfolio and critically appraise and reflect on a range of learning strategies and structured, sequential multi-sensory language and literacy teaching programmes 14. 22,8,21,14,10 15. 3 16. 1E26389E-9FDB-0001-B5AE-1C20197013DB 17. Demonstrate the ability to hold effective conversations (e.g. for planning and reflective problem solving) with learners and parents and subject teachers 19. 17,20,7,6,19 20. 4 21. 1E26389E-ADA1-0001-B158-A86519701149 22. With reference to current theory and research, students will produce, deliver and critically evaluate and monitor learner’s progress in relation to the assessed needs of a range of learners with dyslexia 24. 7,6,8,11 25. 5 26. 1E26389E-BA3A-0001-3F42-1999196015B9 27. Interpret and appraise the implications arising in relation to access to third level and accommodations for examinations in continuing and higher education, with reference to the current statutory and policy framework (RACE, DARE). 29. 6,9 30. 6 31. 1E26389E-C4A8-0001-D8B5-188010301674 32. Consolidate knowledge of relevant literature and research findings about professional development and organisational change in relation to developing a school based learning community 34. 7,12,6,21 35. 7 36. 1E26389E-D1AE-0001-99AC-96707C0010A7 37. Implement and critically appraise a school based (or work place based) research project to improve professional knowledge, skills and support for students with dyslexia 39. 12,6,8 40. 8 41. 1E26389E-DCFE-0001-DA33-1E431960C360 42. Consolidate and synthesise appropriate knowledge of practitioner research methods and frameworks of reflective practice in relation to implementation of the research project ‘Meeting the Needs of All’ 44. 11,9,10 45. 9 46. 1E26389E-E6AA-0001-E965-159355D51435 47. Validate and deliver staff development as appropriate to the implementation of research project ‘Meeting the Needs of All’. 49. 7,6,8,14,10 50. 10 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
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Indicative Reading List Books: None Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||