Unit Outline

The purpose of this unit is to develop an appreciation of the characteristic features and educational issues associated with dyslexia and other related learning difficulties. You will be introduced to a range of theoretical models to explain dyslexia, alongside contemporary models of language, literacy, and numeracy learning. You will also explore and evaluate a range of assessment and intervention approaches in relation to these models, in order to promote an inclusive and effective educational experience for students with dyslexia and other related learning difficulties.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Reflect on the legal and professional context for the education of students with dyslexia and learning difficulties.
2	Explain the social, emotional, and academic needs of students with dyslexia and learning difficulties and analyse relevant theoretical explanations.
3	Evaluate assessment and teaching programmes for learners with dyslexia and learning difficulties in relation to models of language, literacy, and numeracy learning.
4	Apply professional and academic research and communication skills.

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Presentation Demonstrating Knowledge of Dyslexia and Learning Difficulties	Week 6	50 %	LO1, LO2, LO3, LO4
Assessment Task 2:	Case Study	Week 13	50 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Presentation Demonstrating Knowledge of Dyslexia and Learning Difficulties

Task Description:

Dyslexia often has other difficulties that are comorbid, coexisting, and/or cooccurring, such as those noted below. For this task, you are to devise an effective way through which to inform colleagues at your school, or centre about one of the following concepts and how it affects a student’s learning, skill acquisition, and behaviour.

• Dyslexia
• Attention Deficit Hyperactivity Disorder [ADHD]
• Dysgraphia
• Dyspraxia

This task requires you to give some context to your study of this unit and consider its relevance to your own professional role. It requires you to draw on content from this module so far and consider effective modes through which to disseminate information and knowledge about one of these conditions.

Describe the conditions and the broader issues associated with the education of students with one of these learning difficulties, to colleagues. You are encouraged to communicate your understanding, informed by relevant literature and evidence, in a succinct but ‘user-friendly’ manner.

To address this task, you are to:
a) Produce a visually attractive resource in the form of a PowerPoint presentation. The PowerPoint presentation should be no more than eight (8) slides with a maximum of 6 points to each slide.
b) You will also provide a participant’s handout with notes to support your presentation. This handout should be no more than four A4 pages.

The presentation should include the five points below:
1. Areas identified in one of either dyslexia, dyscalculia, dysgraphia, or ADHD that are biological, cognitive, and behavioural,
2. All models that take account of the developmental environment wherein student is placed,
3. What difficulties impact on specific learning skills,
4. Legal obligations that teachers are required to meet, and examples of accommodations that could address learning needs of students with dyslexia and,
5. Specific learning difficulties and web links where further information can be found.

A rubric that provides more detail about how this task is to be assessed will be made available via MyLO, and there will be opportunities for questions and answers through the MyLO discussion boards.

Task Length:

1500-2000 word equivalent

Due Date:

Week 6

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Reflect on the legal and professional context for the education of students with dyslexia and learning difficulties (40%)	LO1, LO4
2	Explain the social, emotional, and academic needs of students with dyslexia and/or comorbid conditions and learning difficulties and analyse relevant theoretical explanations (40%)	LO2, LO3
3	Apply professional and academic research and communication skills and communicate in academic writing (20%)	LO4

Assessment Task 2: Case Study

Task Description:

This task requires you to draw on content from this module and apply your understanding to the specific context of an individual student. This task will be approached in two parts:

Part A: Identify a student, or an individual you have observed has difficulty with reading and/or spelling. Describe in detail the relevant characteristics and learning needs of this person, taking into consideration appropriate models of language and literacy development, and the social, emotional, and cognitive aspects of the individual’s education.

Part B: Evaluate the effectiveness of particular approaches for assessment and teaching strategies, such as multi-sensory approaches relevant to the needs of this individual, with a particular focus on reading acquisition, writing, and spelling development.

This evaluation will take into consideration theoretical models of causation and current thinking in dyslexia and learning difficulties.

The purpose of this task is to develop your proficiency in the identification of dyslexic-type features, and furthermore to use knowledge of evidence-based research and theoretical concepts underpinning assessment and teaching strategies to inform your practice. Each part of your work should be informed and supported by relevant literature. The use of headings is optional. You are free to adopt a structure that suits your context and purposes, and you are permitted to write from either the first- or third-person perspective, as long as it is internally consistent. In order for your you to present a cohesive argument, it is preferable to opt out from using dot points.

A rubric that provides more detail about how this essay is to be assessed will be made available via MyLO, and there will be opportunities for questions and answers through the MyLO discussion boards.

Task Length:

Due Date:

Week 13

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

Reid, G. (2016). Dyslexia: A practitioner’s handbook (6th Edition). Wiley & Sons.