Our Dyslexia course is perfect for those who work with children in schools, such as teachers, teaching assistants, and school leaders. The target age range is compulsory education (4-18 years) but the course may also be useful in early years settings. Our course will also be of benefit to parents of children looking for support and more information on dyslexia.
Why join the course?
Participants’ pre and post-course evaluations demonstrate significantly increased confidence in identifying, assessing and supporting learners with dyslexia.
This course looks at the impact dyslexia can have on a learner’s life and shows how you can make your classroom and practice more inclusive for these learners, offering practical assessment ideas and intervention strategies.
This course aims to develop the knowledge, understanding and skills of all those working with children and young people with dyslexia to support inclusive practice.
Learn about dyslexia, including the main characteristics, the role of working memory, the range of difficulties that learners may experience and the impact these difficulties can have on other areas of functioning.
- Assessment for Learning
Learn how to assess individual needs arising from dyslexia, carry out informal assessments for the main areas of potential difficulty and create a picture of individual strengths and weaknesses specific to your learner.
Discover a range of strategies to help learners with dyslexia, relate these to the needs of the individual and create your own intervention strategy.
- Case Studies
View real examples that illustrate the needs of the individual, the interventions implemented and their resulting progress.
What you will learn
On successful completion of the course, participants will be able to:
- Describe the relationship between phonological awareness and reading ability
- Explain the role that working memory has in learning to read, write and spell
- Examine the purpose and process of individual education assessments
- Apply a graduated approach to assessment using a universal, targeted or intensive staged process
- Use checklists to assess reading, comprehension, decoding and phonological awareness
- Identify co-occurring difficulties
- Provide strategies to teach decoding, spelling, comprehension, phonological awareness and reading fluency
- Systematically monitor progress in response to intervention, and plan next steps
- Evaluate how assistive technology can support student progress
- Work in partnership with parents to create an action plan to practice and improve literacy skills
- Wet SMART goals and implement strategies for improving learner outcomes