Registry
Module Specifications
Archived Version 2019 - 2020
| |||||||||||||||||||||||||||||||||||||
|
Description Module aims: • Examine the history of the recognition and definition of dyslexia, the causes in terms of current research evidence and explore key concepts and debates surrounding this learning difficulty. • Examine the prevalence of dyslexia and provision of support In Ireland and abroad. • Outline a model of best practice based on the principles of prevention, identification and early intervention. • Review a range of diagnostic tests for identifying dyslexia. • Demonstrate the application of information gleaned from assessment in building individual learning profiles. • Explain the underlying principles and the key elements involved in the whole school approach (WSA) to dyslexia. • Examine modifications to curriculum, instruction and assessment appropriate to students with dyslexia, including the role of computers. • Review issues involved in working effectively with parents. • Explain the principles and techniques underlying effective remedial instruction for students with dyslexia. • Describe specific teaching strategies for specific skills including reading, spelling, writing and comprehension. • Review and evaluate specific teaching programmes in terms of their approach and evidence base. | |||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Discuss and justify opinions about the key issues and debates surrounding dyslexia. 2. Apply their knowledge about prevalence of and provision for students with dyslexia when consulting collaboratively with parents, colleagues and other professionals. 3. Apply their knowledge about best practice at whole school and classroom levels. 4. Select, administer and correctly interpret appropriate diagnostic tests. 5. Devise a student’s individual learning profile, building on identified learning strengths and needs. 6. Apply their knowledge of the underlying principles and the key elements involved in the whole school approach to dyslexia by facilitating a WSA in their schools. 7. Make the necessary modifications to curriculum, instruction and assessment appropriate to the needs of students with dyslexia . 8. Discuss ways to engage and support parents in meeting the learning needs of their children and in working collaboratively with teachers and other professionals involved with their children. 9. Describe the principles and techniques of effective instruction for the student with dyslexia. 10. Select appropriate instructional strategies for building specific literacy skills in students with dyslexia. 11. Evaluate specific programmes, in terms of their evidence base, devised for students with dyslexia. | |||||||||||||||||||||||||||||||||||||
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 |
|||||||||||||||||||||||||||||||||||||
|
Indicative Content and
Learning Activities Indicative Content• History, definitions and causes of dyslexia; • Prevalence and provision; • Theories of reading development; • Models of best practice; • Methods of assessment and identification; • Using assessment results to inform planning; • Individual learning profiles; • Effective teaching approaches and programmes; • Working effectively with parents and other professionals to support students with dyslexia. | |||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||
|
Indicative Reading List | |||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||