Certificate in Specific Learning Difficulties (Dyslexia) for Support Assistants *Online

Program Overview

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Certificate in Specific Learning Difficulties (Dyslexia) for Support Assistants *Online

Duration: 12 months | Start month: Taking expressions of interest

Overview

This module supports practitioners to achieve the understanding and practical experience required to be a specialist Specific Learning Difficulties (SpLD) (Dyslexia) support assistant. Upon successful completion of module 1, students can apply to the British Dyslexia Association (BDA) for Accredited Learning Support Assistant (ALSA) status in line with BDA guidance.

Curriculum

This module will enable practitioners to know and understand the implications of:

• Background awareness and knowledge:
  • of theories of teaching and learning as applied to SpLD (dyslexia);
  • knowledge and understanding of how SpLDs are manifested in the classroom;
  • of screening and assessment procedures for SpLD (dyslexia);
  • understanding of how assessment relates to the design of appropriate learning programmes for pupils with dyslexia and other SpLD (dyslexia);
  • knowledge of the range of approaches and resources suitable for the support of pupils with dyslexia and other SpLDs.
• Necessary skills:
  • ability to employ a range of approaches and resources suitable for the support of pupils with dyslexia and other specific learning difficulties;
  • ability to communicate effectively with the pupil both in support of learning and in encouraging the growth of self-esteem and independence;
  • ability to select and/or construct suitable materials;
  • ability to record and report pupils' response to support;
  • ability to communicate effectively with significant others e.g. teachers, parents, SENCos.
• Develop a working knowledge of:
  • the role and function of support professionals;
  • key aspects of the National Curriculum (or equivalent in the devolved nations);
  • the contemporary Code of Practice (or equivalent in the devolved nations);
  • LEA policy and practice with regard to SpLDs;
  • the role and application of IT in supporting learning.

Entry Requirements

• Applicants must be a support assistant (includes professionals employed as teaching assistants) working in a UK mainstream setting with appropriately aged learners (learners aged 6-13 years).
• Course applicants must have a minimum of one years’ relevant school based professional experience in supporting learners of a school age (6-13 years) including support with Literacy/English; Numeracy/Mathematics.
• Applicants must hold Enhanced DBS clearance (or equivalent in the devolved nations) in line with Liverpool Hope University guidance.
• Written supportive statement (on headed paper) from the applicants Headteacher confirming:
  • the applicant’s suitability as a specialist support assistant for the duration of the course and confirmation that they satisfy the Disclosure and Barring Service’s (DBS) mandatory criteria of ‘Clearance to Work with Children and/or Vulnerable Adults’;
  • that the applicant is able to work in a one to one situation with appropriate pupils/ learners (aged between 6-13 years of age) for the duration of the course in the school;
  • acknowledgement that they and the applicant are aware that relevant permission from parents/Headteachers will be required before any specialist teaching commences. Guidance regarding this will be provided by Liverpool Hope University;
  • acknowledging applicants will be enabled to attend induction sessions (to be held via zoom, each with a duration of approximately 1.5 hours) which will allow applicants to prepare for study at Higher Education level;
  • acknowledgement that applicants will be provided the time to attend the synchronous course meetings of 8 x 4-hour meetings (to be held via Zoom) plus 1 optional face to face meeting (duration of approximately 4 hours) at Liverpool Hope University Campus;
  • acknowledgment from the Headteacher that the in school mentor training will be completed by the identified member of staff before the module commences.
• A written statement of support from an appropriate in-school mentor (a Headteacher or member of the senior leadership team or SENCO or a member of staff who holds active AMBDA). This statement will acknowledge that the in-school mentor will support the applicant for the duration of the course following the guidance provided by Liverpool Hope University and will attend 2 sessions of asynchronous mentor training (each being approximately 1 hour in duration) with Liverpool Hope University before the module commences.
• 96 UCAS points*. The UCAS points must come from a minimum of two A Levels (or equivalent). Additional points can be made up from a range of alternative qualifications (recognised as UCAS Tariff points) OR admission via successful completion of an alternative entrance assessment. *Applicants do not need to make an application for this course via UCAS.
• All applicants must hold a minimum of Grade C in GCSE (or equivalent) Mathematics and English.
• All applicants will need to ensure they can access the relevant resources which will be based on guidance from Liverpool Hope University/the BDA.

International Entry Requirements

Possess a degree from an overseas institution that is judged by the Registrar or Nominee to be equivalent to a second class honours degree from a UK University.

For students whose first language is not English there is a language requirement of IELTS 6.0 overall with 5.5 minimum of all components. In addition to this, we also accept a wide range of International Qualifications, for more information please visit our English Language Requirements page.

For additional information about country specific entry requirements visit the your country pages.

*Part time study is not available for Non-EU International applicants

Teaching and Research

• Online synchronous learning of at least 32 hours of lectures/webinars/meetings;
• Workplace learning and practical activities;
• Reading and reflection;
• Academic tutorial support, practice-based dialogue;
• Mentoring from school-based mentors;
• Critical debate with peers e.g. in seminars or through VLE discussion groups;
• Support from schools; There will be 1 optional face to face meeting which will take place on the Liverpool Hope University (LHU) campus (dependent on minimal numbers of students attending).

UK/Channel Island Tuition Fees

Full Fee: £2,3122023/24 Fee: £1,156 (50% discount).

There will be additional costs for Disclosure and Barring Service (DBS) clearance and core texts for each module.

Funding

We offer a number of scholarships and loans to help fund your postgraduate studies. Visit our scholarships pages for more details.

Careers

Successful completion of all aspects of module 1 will enable participants to apply to the BDA for Accredited Learning Support Assistant (ALSA) status in line with BDA guidance.

Program Outline

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Certificate in Specific Learning Difficulties (Dyslexia) for Support Assistants - Online

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Degree Overview:

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Objective:

The Certificate in Specific Learning Difficulties (Dyslexia) for Support Assistants aims to equip practitioners with the knowledge and skills to effectively support pupils with SpLD (Dyslexia) in a mainstream classroom setting.

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Key Highlights:

• Focuses on developing practical skills and implementing a structured, multi-sensory approach to support learning.
• Involves designing and evaluating learning games and activities, reflecting on background information, and planning and evaluating support activities.
• Provides 32 hours of contact time through lectures, seminars, and tutorials.
• Requires participants to complete a reflective essay and a reflective e-portfolio showcasing their practical skills and teaching experiences.

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Outline:

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Content and Structure:

The program delves into the theoretical and practical aspects of supporting pupils with SpLD (Dyslexia). Participants gain an in-depth understanding of the following key areas:

• Background Awareness and Knowledge: Theories of teaching and learning as applied to SpLD, manifestations of SpLD in the classroom, screening and assessment procedures, designing appropriate learning programs, and utilizing various resources and approaches.
• Working Knowledge: The role of support professionals, National Curriculum, contemporary Code of Practice, LEA policies, and the role of IT in supporting learning.

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Individual Modules:

The program's content is delivered through one comprehensive module:

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Module 1:

Specific Learning Difficulties (Dyslexia) for Support Assistants This module thoroughly covers the knowledge, skills, and key concepts discussed above. Participants gain real-world experience through specialist teaching practice, designing support materials, and completing observation reports with the guidance of a school-based mentor.

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Course Schedule:

The program consists of the following schedule:

• Online Synchronous Learning: Minimum 32 hours of lectures, webinars, and meetings.
• Workplace Learning and Practical Activities: Participants implement their learnings in real-world scenarios.
• Reading and Reflection: Critical engagement with course materials and personal reflections.
• Critical Debate and Discussion: Engaging with peers in seminars and online forums.
• Support from Schools: Active assistance and engagement from participating schools.

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Assessment:

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Assessment Methods:

Participants are evaluated through various methods:

• Reflective Essay: Demonstrates personal and professional growth and insights.
• Minimum Requirements: Completion of minimum 32 hours of contact time and successful completion of all e-portfolio elements.

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Assessment Criteria:

Evaluation focuses on the following aspects:

• Knowledge and understanding: Demonstrates thorough understanding of SpLD (Dyslexia) and relevant theories, policies, and practices.
• Practical skills and application: Effectively implements support strategies, utilizes resources, designs learning materials, and collaborates with others.
• Reflection and critical analysis: Ability to reflect on experiences, analyze learner responses, and identify areas for improvement.

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Teaching:

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Teaching Methods:

The program employs a blended learning approach, combining:

• Online Synchronous Sessions: Engaging lectures, webinars, and meetings delivered via Zoom.
• Independent Study: Self-directed learning through readings, activities, and reflections.
• Workplace Application: Applying acquired knowledge and skills in real-world classroom scenarios.

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Faculty:

The program is led by a team of experienced and qualified lecturers and tutors with expertise in SpLD (Dyslexia), teaching and learning, and assessment. They provide practical guidance, feedback, and support throughout the program.

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Unique Approaches:

The program emphasizes several innovative approaches, including:

• Structured, Multi-sensory Teaching: Promotes active engagement and understanding.
• Individualized Learning Plans: Tailored support for each learner's needs.
• Collaboration and Partnership: Strong emphasis on working collaboratively with other professionals, parents, and learners.
• Evidence-Based Practices: Utilizes proven strategies and methods supported by research.

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Careers:

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Career Opportunities:

Upon successful completion of the program and accreditation, graduates are eligible for positions such as:

• Learning Support Assistant (SpLD)
• SpLD (Dyslexia) Support Assistant
• Specialized Teaching Assistant
• Educational Support Worker
• SEN Support Staff

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Career Outcomes:

The program prepares graduates to:

• Effectively support pupils with SpLD (Dyslexia) in mainstream classrooms.

• Design and implement individual learning programs and strategies.

• Contribute to a more inclusive and supportive learning environment for all learners.

• Pursue further professional development and qualifications in the field of SpLD.

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UK/EU Tuition Fees Full Fee: £2,312 2023/24 Fee: £1,156 (50% discount).