Advanced Diploma Teaching Children with SpLD

Course Description

The University Advanced Diploma Teaching Children with Specific Learning Difficulties is accredited by the University of Worcester and is comprised of the following modules which may be completed in any order.

Module 1: Understanding Specific Learning Difficulties

Now accepting bookings for module 1

Download Module 1 Flyer

Module 2: Meeting the individual learning needs of pupils with Specific Learning Difficulties

This Advanced Diploma course aims to equip educational practitioners with the knowledge, strategies and techniques required to identify, plan, teach and support pupils with specific learning difficulties. It is designed for non-specialists and will provide a secure understanding of SpLD, introducing the latest research findings and insights into current best practice.

Who will benefit from the course?

white IoE Partnership-logo.jpg This course is of real benefit to a wide variety of people including:

Classroom teachers
SEN/LDD/Learning support co-ordinators
Teachers with responsibility for inclusion and ‘Dyslexia friendly’ initiatives
Learning support teachers
Learning support assistants
Speech and language therapists
Occupational therapists

Study support from Learning Works

You will receive:

Comprehensive course notes and handouts from presenters
Practical distance-learning workbook
Memory stick of additional readings, articles, software and school-based resources
Email and telephone contact with tutors
Membership to the Learning Works course forum and resources website area

University support

You will receive:

Student handbook
Student ID card
Individual university web and network account
Individual 'sole' account
Access to blackboard - online learning resources
University email account
Full access to library resources

Places are also available for people who do not want to take the Advanced Diploma.

Glynis Lavington

Glynis has worked within the field of Specific Learning Difficulties for many years and is involved with teacher training at all levels: advanced teaching courses, PGCE, schools, sixth form colleges, further and higher education colleges, universities, music academy’s and schools of acting. Her area of research is concerned with dyslexia and contemporary music. Glynis was a member of the DCSF Working Party on Assessment for Specific Learning Difficulties in Higher Education. She is a national speaker on SpLD.

Fil Came, Learning Works

Fil is director of Learning Works and is a respected teacher trainer and presenter. He has published several books in the field of SEN and learning skills. These include Memory Trainers, Learning Styles and the Learning Toolkit. Fil co-authored with Anne Henderson the best selling Working with Dyscalculia. His latest book, co-authored with Gavin Reid, is ‘CAP IT All! – A Practical Manual for Assessing Individual Needs’.

Module 1: Understanding Specific Learning Difficulties

Led by Glynis Lavington

Dates:

Days 1 & 2: 14th & 15th October 2013

Days 3 & 4: 10th & 11th March 2014

Download Module 1 Flyer

This module provides a foundation of knowledge and understanding regarding the education of those children who experience specific difficulties. It will present current research and developments and participants will be encouraged to critically examine the term specific learning difficulties, i.e. the nature, impact, identification and assessment. The umbrella term ‘Specific Learning Difficulties’ is used to cover a range of hidden impairments which may have overlapping symptoms and create educational barriers to learning. In particular, it will examine the learning profiles and needs of pupils with ADHD, Asperger’s Syndrome, Dyscalculia, Dyslexia and Dyspraxia.

Summary of Course Content

An overview of the relevant legislation, research and good practice to support inclusive approaches to meeting the additional learning needs of pupils.
An examination of the difficulties associated with pupils with specific learning difficulties (SpLD), e.g. motor skills, information processing, memory, personal organisation or social skills as well as key issues including poor self-esteem, high anxiety and stress related illnesses.
An examination of the learning profiles and needs of pupils with ADHD, Asperger’s Syndrome, Dyscalculia, Dyslexia and Dyspraxia.
An overview of literacy development and progression encompassing oral, reading and writing development, focusing upon phonological, morphological and processing skills within literacy acquisition.
An introduction to the principles of teaching pupils with specific learning difficulties, i.e. developmental, multi-sensory, structured and sequential teaching approaches, undertaken on an individual and group basis, will be discussed.
An introduction to the principles of effective formal and informal assessment approaches to support the identification of individual learning needs and the planning of provision to meet these needs.
A discussion about how anxiety and emotional issues can affect a pupil’s ability to access the curriculum.
An overview of the range of external agencies available to support pupils with specific learning difficulties

The learning outcomes for Module 1 are:

Understand and critically evaluate the broad range of learning needs encompassed in the term of Specific Learning Difficulties (SpLD)
Identify and analyse the range of barriers to routine learning
Develop knowledge of current legislation concerning pupils with additional needs
Develop knowledge of screening tools and informal assessment suited to the age and ability of learners in order to identify learning needs and individual strengths and weaknesses
Identify and utilise basic principles underpinning the successful teaching of individuals with SpLD to critically analyse issues and create practical solutions for use in their teaching
Critically evaluate the contribution of others to the successful resolution of individual difficulties
Reflect upon their professional development

Days 1 & 2: 14th & 15th October 2013

Day One: What is SpLD?

Learning Outcomes:

To evaluate and critically analyse SpLD definitions and checklists
To be aware of the relevant legislation relating to SpLD
To be aware of the current research relating to SpLD
To explore practical whole school issues

9.00	Coffee and registration
9.20	Introduction & Ice Breaker
	What is SpLD?
10.40	Break
11.00	How does research inform classroom practice?
12.00	Lunch
1.15	Profiles and Co-occurrence
2.15	Break
2.30	Profiles and Co-occurrence (cont.)
3.00	Whole schools issues - the pupil's viewpoint
4.00	Course Housekeeping and split into tutor groups
5.00	End + individual tutorials

Day Two: How do you identify a SpLD student?

Learning Outcomes:

To understand the various methods which can be used to identify difficulties
To develop knowledge and understanding of formal and informal methods of assessment
To develop a set of protocols for classroom identification & assessment
To develop an understanding of literacy and be aware of progression in oral, reading and writing development

9.00	Coffee and registration
9.20	Identification and intervention - early and earliest
10.40	Break
11.00	Screening, gathering information and what tools are available?
12.00	Lunch
1.00	Screening (cont) plus Case Studies
2.15	Break
2.30	Assessment focus - writing
4.00	Course Housekeeping
5.00	End

Days 3 & 4: 10th & 11th March 2014

Day Three: What is Literacy?

Learning Outcomes:

To explore Speech and language development and SpLD
To explore the developmental stages of literacy acquisition
To examine different approaches for the development of phonological skills
To understand theories relating to writing development

9.00	Coffee and registration
9.20	Introduction - What is literacy?
	Speech and Language difficulties
10.40	Break
11.00	Reading
12.00	Lunch
1.15	Spelling
2.15	Break
2.30	Writing
4.00	Course Housekeeping
5.00	End

Day Four: How do barriers and emotional factors impede learning?

Learning Outcomes:

To consider factors that can cause barriers to learning mathematics
To compare different theories and approaches to managing behaviour
To examine the case for developing independent and reflective learners
To identify and prioritise key messages and lessons from Module 1

9.00	Coffee and registration
9.20	Barriers to learning Maths
10.40	Break
11.00	Barriers to learning Maths
12.00	Lunch
1.00	Understanding behaviour
2.15	Break
2.30	Putting it all together
3.45	Course Housekeeping
4.15	End

Module 2: Meeting the individual needs of pupils with Specific Learning Difficulties

Led by Glynis Lavington

Dates:

Days 1 & 2 - TBC 2014

Days 3 & 4 - TBC 2015

The focus of this module is to link theory and practice, developing skills in teaching pupils with SpLD. It will encourage participants to adopt a holistic and balanced view as they analyse the teaching and learning needs of individuals with SpLD. In particular, course members will begin to apply pupil-led, negotiated learning/teaching; multisensory, and active learning techniques. There will also be opportunities to adapt and create resources for dyslexic and dyscalculic students; and to critically review a range of ICT equipment and software.

Module 2 provides opportunities to explore how to provide a differential curriculum within the working context of course participants. Thus enabling course members to develop techniques and strategies to solve difficulties individual pupils/students with (SpLD may experience in literacy, numeracy or in developing personal and social skills. In particular, we will look closely at the importance of developing an individual's metcognative skills, i.e. study, thinking and other high order skills to empower SpLD learners in the classroom.

The philosophy underpinning this module is that children and young people with specific learning difficulties are entitled to access the full range of educational provision available to their peers. This is established within the statutory inclusion statement in the National Curriculum for England (DfEE 2000) and reaffirmed in National Literacy (DfES 1997) and Numeracy Strategy (DfES 1999), the Code of Practice (2001) and the Inclusion Development Programme (DCSF, 2008).

This module is set within the Special Educational Needs Act (2001) and Children’s Act 2004 (England and Wales) and the Education (Additional Support for Learning) (Scotland) Act 2004 and Children’s Services Act 2007 (Scotland) and the Equality Act (2010) legislative and policy frameworks.

Overview of course content
An overview of the nature of SpLD, and the difficulties caused by SpLD in the acquisition of certain skills in learning and social life;

An introduction to the use of checklists to identify the strengths and weaknesses of students with SpLD
An examination of different active learning strategies to help individuals develop skills and techniques across the range of learning styles, and empower them to move from areas of strength to areas of weakness with confidence
Application of structured, multisensory teaching and learning across the curriculum to help pupils acquire subject knowledge and learning skills effectively
Modelling the planning and adoption of differentiation strategies for effective classroom practices, and develop accommodating and supportive learning environments for pupils with SpLD
Communicating good practices in formulating support for pupils with SpLD and promoting an inclusive culture by adopting a whole-school approach.

On successful completion of the module, students should be able to:

Critically evaluate classroom environments to facilitate individual access and learning
Critically appraise a range of structured, sequential, multi-sensory teaching strategies
Plan, teach and evaluate appropriate interventions and adaptations in relation to the assessed needs of a range of learners with SpLD
Critically analyse a range of technical aids to teaching, including the contribution of ICT
Anticipate the social, emotional and community issues and their implications for learners with SpLD and their families
Communicate effectively with teachers, parents and other professionals on the needs and achievements of learners with SpLD
Reflect upon their professional development

Days 1 & 2: TBC Late 2014

Day One: Understanding a reluctant learner

Learning Outcomes:

To develop an understanding of learning theories & individual differences
To understand the nature of SpLD and the impact on learning
To understand the barriers to learning as experienced by SpLD students – considering the needs of the whole child
To explore what is meant by user friendly & inclusive learning environments

9.00	Coffee and registration
9.20	Welcome back
9.30	How do we learn? How are we different?
10.50	Break
11.15	What are Cognitive styles & Learning styles?
12.15	Lunch
1.15	Barriers to learning – anticipating barriers
2.15	Break
2.30	User friendly teaching environments – practical approaches for effective classroom practice
4.00	Accredited course work
5.00	End

Day Two: Creating effective teaching approaches

Learning Outcomes:

To explore the core principles for teaching pupils with SpLD
To explore a range of active learning strategies & techniques to develop higher order skills

9.00	Coffee and registration
9.20	What are the core principles for teaching pupils with SpLD?
10.30	Break
10.50	What is multisensory teaching ? Why is it so effective?
12.00	Lunch
1.00	Reciprocal Teaching Techniques
2.15	Break
2.40	Teaching higher order reading skills
3.40	Final course work instructions
5.00	End

Days 3 & 4: TBC Early 2015

Day Three: Overcoming barriers to learning 1

Learning Outcomes:

To develop an understanding of metacognition & explore practical approaches to overcoming learned helplessness
To explore teaching techniques to develop independent writers
To explore techniques to improve planning, organization & memory skills

9.00	Coffee and registration
9.20	Welcome back
9.30	Metacognition & thinking skills – a means to overcoming learned helplessness
10.30	Break
10.50	Overcoming barriers to writing, the process of writing & practical ideas for teaching
12.15	Lunch
1.10	Overcoming barriers to writing
2.20	Break
2.40	Teaching planning, organisation & memory skills
3.40	Accredited Course work
5.00	End

Day Four: Overcoming barriers to learning 2

Learning Outcomes:

To explore techniques for the application of structured, multisensory teaching and learning within the mathematics curriculum
To explore the use of technology for pupils with SpLD

9.00	Coffee and registration
9.20	Overcoming barriers to learning in Maths Practical assessment and teaching suggestions 1
10.30	Break
10.50	Overcoming barriers to learning in Maths Practical assessment and teaching suggestions 2
12.00	Lunch
1.00	The use of technology – a teachers perspective
2.15	Break
2.40	Reflections and course summary
3.45	Final course work instructions
4.15	End

"The training absolutely had a positive impact on my practice. Learning Works events are always relevant. I never just file resources and ideas from these events, I always use them and feel that I have been given tools to take back to school and make me feel more confident in my work."

"Fil was very informative and knowledgeable on his subject matter. The delivery was excellent and any questions, were answered thoroughly and with expertise. Altogether excellent."

“Glynis is an excellent lecturer. She presents the information so that there was the opportunity to ask for clarification when necessary and her ability to convey the depth of her knowledge is superb.”

“Since the course, I now am now much more able to critically reflect on my own practice. I have much greater confidence in dealing with colleagues, parents and pupils on SpLD matters, and have a wealth of ideas and resources I can now draw upon, Thank you!”

Uplands House, High Wycombe

Nestled in the Chilterns countryside on 18 acres of landscaped gardens overlooking the Hughenden Valley, Uplands House is an ideal place to be inspired, away from the daily bustle of the office.

Need to Know

9 meeting rooms and 14 syndicate rooms
Main rooms offering natural daylight and a maximum capacity of 110 in our marquee
74 en suite bedrooms, free high speed internet access, TV with Sky Channels, DDI Telephones, tea and coffee tray
Free internet access throughout
LCD, plasma TVs and audio-visual equipment
Restaurant and bar
Refreshment stations providing free-flowing cappuccino, lattes, tea, mineral water, biscuits and fresh fruit
Leisure activities including Mini-gym, pitch & putt, table tennis, tennis courts, croquet

Venue Website: http://www.devere.co.uk/our-locations/uplands-house.html

Fees for Module 1

You are able to attend this CPD course as a full-time diploma student or as a full/part-time non-diploma delegate to suit your interests and professional needs. You will be able to choose your preferred option by clicking on the Book Now icon. (Term and Conditions)

Option 1 - Non accredited choices
Full four day course:
£600.00 + VAT (£120.00) = £720.00

Part-time attendance per day:
£150.00 + VAT (£30.00) = £180.00

Option 2 - Full time and accredited
Full four day course with accreditation including university fees, tutoring, resources and marking for the University Advanced Diploma in Teaching Children with Specific Learning Difficulties Module 2 'Meeting the individual needs of pupils with Specific Learning Difficulties'
£850.00 + VAT (170.00) = £1020.00

The above fees do not include accommodation, but we encourage course members to stay overnight during the two day sessions, and have negotiated reduced rates with the venue.

Module 1
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Oct 14-15
Module 1: Days 1 & 2
Address & Map
Mar 10-11
Module 1: Days 3 & 4
Address & Map