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Short Learning Programme
in
Teaching Children with Dyslexia
The reason for presenting this SLP is to address the need among educators to understand specific learning disorders in children within the inclusive educational system, hence being equipped to assist and identify them in the classroom. NWU is in the unique position to offer this course since it was suggested by the Director of Inclusive Education, Dr Moses Simelane, who recommended that teacher training should be done through universities and since the DBE also attended the Optentia Inclusive Education Symposium, it would be ideal for NWU to offer this course. The office of the Dyslexia Association is also situated in the Vaal Triangle and therefore the Vaal Campus is the ideal campus to offer this course. Dyslexia is also a crucial part and issue within the Inclusive Education Structure bearing in mind that at least 20% of all people are dyslexic, which accounts for approximately 2,6 million children in our schools today who require education in the inclusive structure.

Purpose of the course:

The purpose of this course is to provide teachers with skills and knowledge about dyslexia and other co-morbid learning disorders. Teaching in an inclusive environment requires educators to understand the specific learning disability; dyslexia. They should also be able to identify the struggling learner that might be at risk of being dyslexic. Teachers need to be competent in referring to the appropriate professional for a diagnosis and/or treatment plan. Educating the dyslexic child also requires special instructional strategies which need to be demonstrated, understood and facilitated in the classroom. After this short course, delegates will be able to understand dyslexics, be able to differentiate between specific learning difficulties, as well as be confident in teaching the dyslexic child in the inclusive classroom.

Admission requirements:

Admission requirements: 
Educators with an approved teaching qualification and registered with SACE.
Learning assumed to be in place: 
Basic knowledge as acquired during teacher training of: Learning theories that underpin teaching and learning.Barriers to learning.Basic teaching, learning and assessment strategies.

Course outcomes and assessment criteria :

Course outcomes and the associated assessment criteria: 

Study Unit

Outcomes

Assessment Criteria

Module 1: Study unit 1

To identify and recognise early signs, symptoms and indicators of dyslexia.

Teachers should be able to:

1. Define and clarify terms relating to dyslexia.

2. Classify the signs and symptoms of dyslexia in different age groups.

3. Identify and explain early indicators of dyslexia.

Module 1: Study unit 2

To understand and identify the causes of dyslexia.

Teachers should be able to:

  1. Identify and describe the causes of dyslexia.
  2. Identify specific precursors of a possible dyslexic pattern.
  3.  Analyse familial traits in the family history of the dyslexic child.
  4. Offer insights to the ‘gifts’ of dyslexia.

Module 1: Study unit 3

To understand the physiology of dyslexia as well as word decoding in the left hemisphere of the brain.

Teachers should be able to:

1. Understand and outline the basic physiology of dyslexia.

2. Know about the cortical and sub-cortical vocalization (‘Inner Speech’).

3. Understand the importance of the visual and auditory systems involved in dyslexia as well as in the normal reading process.

 

Module 1: Study unit 4

Explain and elaborate on the structures and functioning of the reading brain as well as the crucial neuroanatomical areas involved in the reading process.

Teachers should be able to:

1. Understand and describe the anatomy of the brain.

2. Identify the three linguistic processes occurring when reading and writing.

3. Describe different types of dyslexia.

4. Identify the seven different types of dyslexia in patterns observed in their learner’s books.

 

Module 2: Study unit 1

To understand the different learning styles of the dyslexic learner as well knowing exactly which therapeutic approach to apply for specific types of dyslexia.

Teachers should be able to:

1. Understand the importance of perceptual skills and how to identify a learner with poor perceptual skills

2. Build on perceptual strengths and equip children with visual and auditory perceptual exercises to enhance overall scholastic performance.

3. Identify exclusionary factors that may have contributed to possible reading problems and not necessarily be dyslexia.

Module 2: Study unit 2

To understand the importance of phonics, phonemic awareness, and phonological skills in every learner. Identify the learner that lacks laterality skills in order to apply therapy to eliminate reversals when writing.

Teachers should be able to:

1. Equip children who experience difficulty with direction and laterality with exercises to help alleviate the prevalence of reversals in their writing.

2. Distinguish between phonics, phonological awareness and skills. Apply therapeutic strategies to enhance these skills.

3. Perform the Phonological Awareness Skills test and apply it within the classroom when learners struggle to sound out phonemes, battle to syllabicate words, and perform structural analysis skills.

Module 2: Study unit 3

To understand what multisensory reading methods are and know the different plausible Visual-Auditory-Kinesthetic-Tactile (VAKT) methods one can apply within the classroom.

Teachers should be able to:

1. Differentiate between multisensory reading/spelling methods.

2. Understand the reasoning behind applying VAKT  methods to teach children how to read and spell.

3.  Analyse the Grace Fernald and Orton-Gillingham VAKT methods.

4. Practically apply multisensory approaches and ways in the lesson planning to involve all the senses.

Module 2: Study unit 4

To understand the coherence between all proffessionals involved in the multidisciplinary team. Conceptualise strategies to improve learning abilities and understand the importance of contributing factors such as self-esteem, confidence and motivation to help learning.

Teachers should be able to:

1. Identify and describe the roles of the multidisciplinary team involved in the diagnosis and treatment of the dyslexic learner.

2. Understand the importance of building confidence within the classroom and providing the environment for children to excel in the way they are comfortable to learn.

3. Find resourceful and innovative ways to teach dyslexic learners.

4. Teach in ways that would engage in the creativity of the dyslexic learner.

Module 3: Study unit 1

To understand and identify the signs of the dyslexic learner within in the context of the inclusive classroom.

Teachers should be able to:

1. Identify learners who are possibly at risk of being dyslexic, hence referring them to the competent professional of the multidisciplinary team that would be able to do an official diagnosis.

2. Differentiate between the different encoding and decoding problems dyslexics will show in their work.

3. Identify changes that could be made in their classrooms to assist rather than to hinder the dyslexic learner within their classroom.

4. Inform parents of dyslexic learners of available support to help with learning.

Module 3: Study unit 2

To understand the meaning of Inclusive Education as well as gaining thorough knowledge of the latest accommodations allowed and required by dyslexic learners.

Teachers should be able to:

1. Clarify the meaning of Inclusive Education.

2. Understand the impact of accommodations and concessions in Inclusive Education.

3. Analyse and interpret the content of the Policy on Screening, Identification, Assessment and Support (SIAS) for learners who experience barriers to learning.

4. Provide examples to illustrate the practical accommodations applicable for assessing the dyslexic learner (RADA brief to the DBE).

5. Assess a dyslexic learner according to his/her abilities.

 

Module 3: Study unit 3

Awareness of all possible assistive technologies to support the dyslexic learner in Inclusive Education.

Teachers should be able to:

1. Identify a variety of assistive technology available for the dyslexic learner in the classroom.

2. Analyse and interpret the Conduct Policy of Accommodations for Learners with Barriers to Learning (September 2016).

Module 3: Study unit 4

To identify and recognise learning difficulties.

Teachers should be able to:

1.  Define and describe different learning disorders.

2.  Identify and recognise the different signs and symptoms of all learning disabilities.

3. Identify possible occurrence of specific learning difficulties and recommend parents to the appropriate professional for diagnosis.

 

Assessment: 
Teachers must complete the two (2) tests as well as the comprehensive assignment and obtain a minimum of 70% to pass. An average of 70% must be obtained overall to obtain a certificate in teaching children with Dyslexia.
Method of assessment: 
Module 1: Assessment Task: Formative assessment: Two case studies as assignments. Summative assessment: A written test that will include scenarios / case studies. The test will count 100 marks of which the pass rate is not less than 70%. A memorandum will be used. Module 2: Assessment Task: Formative assessment: Two case studies as assignments. Summative assessment: A written test that will include at least two case studies. The test will count 100 marks of which the pass rate is not less than 70%. A memorandum will be used. Module 3: Assessment Task: A comprehensive assignment of four (4) case studies needs to be completed. Summative assessment: There are four case studies that will be analyzed by the participants on how to assist and support the dyslexic learner within the classroom and in remedial situations. A memorandum will be used.

Additional information

Mode of delivery: 
Mixed
Target group: 
Teachers / Educators.
Contact us
Name: 
UCE
E-mail: 
Telephone number: 
018 285 2821