Dyslexia Awareness for Post 16 Educators (England) DA208

In an inclusive educational setting, all classroom teachers must address the needs of learners who have disabilities and special educational needs(SEND)/additional support needs on a daily basis.

All staff must be aware of the provisions in recent equality, disability and SEND (additional support) legislation so that they may make reasonable adjustments to prevent discrimination and to ensure that all learners have access to the curriculum at an appropriate level.

Section 1 Legislation, Disability and Dyslexia

Aims: to

  • gain an overview of recent legislation that impacts on post 16 education
  • learn about dyslexia as a disability
  • find out how disability discrimination applies to people with dyslexia
  • consider what constitutes ‘less favourable treatment’ of dyslexic people
  • review the need to make ‘reasonable adjustments’ for dyslexic learners
  • find out how disability legislation applies to qualifications bodies
  • link to downloadable guides on disability for staff in further education

This section has the Introduction and 2 parts.

Section 2  What is dyslexia?

Aims: to develop awareness of:

  • what is commonly understood by the term ‘dyslexia’
  • the impact of dyslexia on individuals
  • some of the suggested causes of dyslexia
  • some of the current theories of dyslexia proposed by researchers from various disciplines
  • several definitions of dyslexia

This section has 2 parts.

Section 3   Characteristics of dyslexia in teenage and adult learners

Aims: to become aware of:

  • the characteristics of dyslexia and how these may appear in teenagers and adult learners
  • various checklists for identifying dyslexia in adult learners
  • some conditions co-morbid with dyslexia that may have prevented it being recognised in the past
  • compensatory strategies often used by adult learners whose dyslexia may not have been identified

This section has 4 parts.

Section 4  How dyslexia may affect individuals; barriers to learning at college

Aims: to explore:

  • some general learning difficulties linked to dyslexia
  • the impact on adult students of previous learning experiences and unrecognised ‘hidden’ dyslexia
  • problems linked to barriers to learning and inadequate study skills – Course Paper 5
  • the effects of stress and low self-esteem on adults with dyslexia – Information

This section has 2 parts.

Section 5  Supporting Dyslexia at College

Aims: to explore:

  • the range of support available to dyslexic learners at college
  • strategies for removing barriers to learning on college courses generally
  • the impact of IT support in removing barrier to learning linked to dyslexia (B.R.I.T.E. Initiative)
  • support that might be provided to help dyslexic students develop/acquire study skills

This section has 3 parts.

Section 6  Arrangements for course assessments and examinations

Aims: to explore:

  • reasonable adjustments/arrangements for assessment required by disability legislation and approved by SQA
  • competence standards and how these apply to dyslexic students
  • alternative ways of assessing attainment of required learning outcomes

the range of possible arrangements that may be put in place for assessing dyslexic students (course assignments and exams)

This section has 2 parts