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This module is aimed at both practitioners and non-practitioners (e.g. parents, class teachers, teaching assistants, SENCOs, school leaders, Speech and Language therapists, Occupational Therapists, and other professionals) with an interest in how to support children and young people with Specific Learning Difficulties (with a focus on dyslexia) using an evidence informed approach. You will develop skills in evaluating and synthesising evidence, theory and practice.

By the end of this module you will have developed critical understanding and knowledge from research and theory to analyse and evaluate the implications for intervention for learners struggling with literacy and/or Specific Learning Difficulties (SpLD) dyslexia. You will learn about key principles of effective interventions and how to critically evaluate intervention. The module will include an exploration of evidence informed approaches to supporting language, reading (accuracy, fluency and comprehension), spelling, handwriting, writing and mathematics. You will be able to demonstrate your knowledge and understanding of key principles of learning and reflect on aspects underpinning varied teaching approaches and identify potential barriers that may be faced by learners. You will consider an evidence informed approach to assessing and identifying appropriate support/intervention to improve outcomes for learners up to age 18 with dyslexia/ SpLD. SpLDs may impact upon learner self-esteem, motivation and metacognitive skills. You will learn to apply theoretical understanding and critically evaluate quality of evidence and potential impact on teaching and learning. You will learn how to use your newly acquired skills to plan personalised intervention for varied learner profiles.

The module delivery will be through ‘blended’ learning: a combination of face-to-face taught sessions and online asynchronous and synchronous sessions.