Postgraduate Course: Specific Learning Difficulties: Co-occurring Specific Difficulties (SpLD2) (EDUA11237)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Available to all students |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | This course is designed for all teachers and professionals who support children in their learning. It will provide opportunities for participants to critically explore theoretical aspects of specific learning difficulties which may co-occur with dyslexia or may be considered to exist independently. In particular the specific difficulties of dyspraxia, attention deficit hyperactivity disorder and specific language impairment will be examined with recent research examined and analysed. The course seeks to broaden awareness of perspectives and consider the controversies surrounding these difficulties thus enabling professionals to identify and support young people through examination of the curriculum and consideration of more flexible curricular arrangements. |
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Information for Visiting Students
| Pre-requisites | None |
| Displayed in Visiting Students Prospectus? | No |
Course Delivery Information
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| Delivery period: 2012/13 Semester 2, Available to all students (SV1)
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WebCT enabled: Yes |
Quota: None |
| Location |
Activity |
Description |
Weeks |
Monday |
Tuesday |
Wednesday |
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Friday |
| No Classes have been defined for this Course |
| First Class |
First class information not currently available |
| No Exam Information |
Summary of Intended Learning Outcomes
By the end of this course participants will have:
&· developed a critical understanding of the nature of specific learning difficulties and appreciate the complexities of identification in relation to co-occurring specific difficulties;
&· developed an understanding of the principles underpinning the process of assessment of specific learning difficulties;
&· analysed the role of the curriculum as a possible barrier to learning;
&· evaluated current approaches to the support of learners with these difficulties.
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Assessment Information
Either - Critically examine current theoretical issues relating to the field of specific learning difficulties in general and provide a detailed analysis of the assessment process in your country. Select one of the specific difficulties and discuss ways in which you may identify a learner and contribute to the assessment process. Examine within school barriers to learning for a child with your selected difficulty and consider ways in which the learner could be supported in class in an inclusive manner.
Or - Discuss current theoretical issues relating to the field of specific learning difficulties in general and provide a critical detailed analysis of the assessment process in your country. In a contextualised response discuss how you may collaborate with other professionals in the identification and support of learners with specific difficulties by considering within school barriers to learning and ways in which inclusive learning and teaching approaches can be selected.
This response may take the form of a 4,000 word report or a voiced Powerpoint presentation
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Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Not entered |
| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | specific learning difficulties, dyspraxia, attention deficit hyperactivity disorder, specific langua |
Contacts
| Course organiser | Ms Pamela Deponio
Tel: (0131 6)51 6232
Email: |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: |
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© Copyright 2012 The University of Edinburgh - 7 March 2012 5:55 am
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