06 M.Sc PG DIP BSELD, SEN-DYSLEXIA, ADHD, AUTISM, OCD & OTHERS

PROFESSIONAL SCHOOL COUNSELLOR with the support of specialist members of team (SCST) acts AS BSELD/SEN Coordinator, in collaboration with the head teacher/ CLASS TEACHER and SCHOOL ADMINISTRATION. FOR PUPILS, Who needs additional provisions in order to make progress? This includes children with moderate or severe learning difficulties and physical, neurological or sensory disabilities (such as hearing, motor and visual disabilities) as well as needs such as dyslexia, dyspraxia, autism, ADHD, BEHAVIOUR, SOCIAL, EMOTIONAL LEARNING DIFFICULTIES (BSELD/SEN.)

Definition of Professional Counselling services – is the application of mental health, psychological, or human development principles, through cognitive, affective, behavioural or systematic intervention strategies. By using these strategies, professional Counsellors address wellness, personal growth. career development issues, as well as mental health pathology. Professional Counsellors have graduate training and education and often work in schools, colleges and universities, career agencies, substance abuse facilities, and clinics and hospitals.(UNESCO,WHO)

Develop strong conceptual and intervention skills. The training will be a combination of didactic material, for self study, tutor guided modules with assignments and questionnaires.

Role and Functions of Professional Counsellors

professional counselors are uniquely empowered as campus based professionals, who help students succeed academically, socially, behaviorally, and emotionally .they collaborate with educators, parents, and other professionals to create safe, healthy, and supporting learning environments.

“ISCA National Model for comprehensive and integrated professional counseling services focuses on 8 general domains for effective applications in everyday professional activities. They are equipped to promote, support Psychological wellness of students, resilience by collaborating with all concerned stakeholders, facilitating environmental changes conducive to good health and adjustments for students, and accessing resources to address a wide variety of behavioral, learning, mental, and physical needs” (ISCA)

Teaching Learners with Specific Learning Difficulties SpL/ BSELD/SEN))

What’s the Teaching Learners with Specific Learning Difficulties (Dyslexia) course about? This course is primarily aimed at qualified and practicing teacher/psychologists and school counselors Specialists team members/ specialist teaching assistants and also Para professionals, The parents, who would like to understand more about the specific learning difficulty of dyslexia and how to identify different types of dyslexia. However, it may also be useful to student teachers with teaching experience, speech and language therapists, learning support tutors/trainers or psychologists working in an educational setting.

AN OVERVIEW OF COURSE STRUCTURE FOR PROFESSIONAL/SPECIALST SCHOOL COUNSELORS TEAM MEMBERS (SCST)

M. Sc/P.G Dip BSELD/SEN -Masters 16 modules -24 months/P.G Dip 12 study modules 12 months.(4 + one SpL- Specific learning difficulty study modules)

Module 1: Inclusion – What is it? Looking at different context , UNDERSTANDING THE SEN POLICY OF THE SCHOOL etc

Module 2: SEN Policy development, Role of Assistant/Support Teacher in BSELD/SEN, Individual Education Plans, Policy development, Management of Trained support staff/ Assistant..

Module 3: Individual education support plan (IESP) Preparation,

HELPING IN THE ASSESSMENT AND DATA COLLECTION FROM CLASS TEACHERS AND OTHERS AS ON REQUIRED BASIS. Record Keeping, Assessment, Tracking Pupil Progress, Strategies to support. Track further progress for referrals to external agencies.

Module 4: Improving Classroom Achievement

This module examines issues of teaching and learning in relation to the child or young person with SEBD. It examines learning styles, differentiation, progression, appropriateness of curriculum, as well as literacy and numeracy within the context of Strategies and the Curriculum. Of particular focus will be PHSE and the teaching of Social, Emotional and Behavioral skills.

Course objectives:

• to enable participants to pay due regard to and to implement the requirements of the BSELD/ SEN policy in order to meet the needs of pupils who have BSELD/ SEN;
• to equip participants with the knowledge and skills to fulfil the role of as laid down in the BSELD/SEN POLICY OF THE SCHOOL/COLLEGE.

Learning objectives: FOR Masters /P.G Diploma (SCST)

On successful completion of 3 assignments the candidate will gain 60 credits towards the Graduate Diploma of Professional Development in Education.

Multi-sensory, cumulative support using a structured language programme

To provide candidates with the expertise to work with pupils with specific learning difficulties and on successful completion of 3 assignments, portfolios and observed practice to receive accreditation.

To develop an understanding of the theoretical background and assessment techniques in current use. It focuses on enabling teachers to differentiate classroom resources and select appropriate strategies to support pupils with dyslexic difficulties.

One: Understanding Dyslexia, or.Perspectives of Dyslexia and Literacy

Two: A Brief History of Dyslexia

Three: The Brain and Dyslexia

Four: Genetics and the Environment

Five: Assessment of the Cognitive and Linguistic Correlates of Dyslexia

Six: Assessment of Decoding, Encoding, and Reading Fluency

Seven: Instruction in Phonological Awareness: Early Reading/Spelling Skills

Eight: Instruction in Basic Reading and Spelling Skills

Nine: Instruction in Reading Fluency

Ten: Technology Applications for Students with Dyslexia

Eleven: Dyslexia in different Languages and English Language Learners

Twelve: Dyslexia in the Schools

To develop an understanding of the theoretical background and assessment techniques in current use. It focuses on enabling teachers to differentiate classroom resources and select appropriate strategies to support pupils with dyslexic

Specialist Support Teacher/Learning Support staff/para-professional members ( SCST) Teacher TO work with the SCST- PROFESSIONAL SCHOOL COUNSELLOR.k-12

He/she should:

• be aware of strategies for effective assessment, teaching and learning

• be familiar with the administrative process within the school

• be involved in testing and recording data in order to support the BSELD/SEN Records/Register

• work closely with all members of staff to identify pupils’ needs throughout the school

• implement the IEPS, delivery of suitable programmes for all identified pupils with

BSELD/SEN/Disability which promote progression within an inclusive setting

• contribute to IEPSs which inform learning and teaching

• monitor and review progress

• be involved in the Annual Review process

• attend professional development training

Single SpL Specific learning difficulty-Teaching Pupils with Autism and Autistic Spectrum Disorder

Graduate Diploma/Graduate Certificate 36 credits HOME STUDY COURSE-12 WEEKS

Target audience

Class/subject teachers, SCST Specialist support teachers in mainstream schools.

course comprising 3 modules.

Topics include: AUTISM MODULES 01 and 2

Ø an understanding of the characteristics associated with Autistic Spectrum Disorder (ASD);

Ø the triad of impairment and its implications for learning; case studies

Ø the relationship between behaviour and the triad of impairments;

Ø a range of strategies for effective assessment, teaching and learning;

Ø  evaluation of participants’ own  experiences and to compare and contrast practice in their own and other schools.

Module 3: Improving Classroom Achievement

This module examines issues of teaching and learning in relation to the child or young

person with SEBD. It examines learning styles, differentiation, progression, appropriateness of curriculum, as well as literacy and numeracy within the context of Strategies and the Curriculum. Of particular focus will be PHSE and the teaching of Social, Emotional and Behavioral skills.

At the end of the course participants will be familiar with:

Ø the nature of ASD; guidance in following the BSELD/SEN SCHOOL POLICY IMPLEMENTATION

Ø the implications of the triad of impairments;

Ø effective strategies to support pupils with ASD;

Ø working in partnership/ collaboration with concerned partners.

This is a 24 WEEKS course, comprising 4 modules. This constitutes a qualification for BSELD/SEN PARA PROFESSIONALS   STAFF ASSISTANTS TO SCST to School counsellors/specialist professionals.

Module 1: Inclusion – What is it? Looking at different context , UNDERSTANDING THE SEN POLICY OF THE SCHOOL etc.

Module 2: SEN Policy development, Role of Assistant/Support Teacher in BSELD/SEN, Individual Education Plans, Policy development, Management of Trained support staff/ Assistant..

Module 3: Individual education support plan (IESP) Preparation, HELPING IN THE ASSESSMENT AND DATA COLLECTION FROM CLASS TEACHERS AND OTHERS AS ON REQUIRED BASIS. Record Keeping, Assessment, Tracking Pupil Progress, Strategies to support. Track further progress for referrals to external agencies.

Module 4: Improving Classroom Achievement

This module examines issues of teaching and learning in relation to the child or young person with SEBD. It examines learning styles, differentiation, progression, appropriateness of curriculum, as well as literacy and numeracy within the context of Strategies and the Curriculum. Of particular focus will be PHSE and the teaching of Social, Emotional and Behavioral skills.

 Course objectives:

• • to enable participants to pay due regard to and to implement the requirements of the BSELD/ SEN policy in order to meet the needs of pupils who have BSELD/ SEN;
  • to equip participants with the knowledge and skills to fulfil the role of as laid down in the BSELD/SEN POLICY OF THE SCHOOL/COLLEGE.

Learning objectives/assessment

On successful completion of 3 assignments the candidate will gain 60 credits towards the Graduate Diploma of Professional Development in Education.

Multi-sensory, cumulative support using a structured language programme

To provide candidates with the expertise to work with pupils with specific learning difficulties and on successful completion  of 3 assignments, portfolios and observed practice to receive accreditation.

To develop an understanding of the theoretical  background and assessment techniques in current use. It focuses on enabling teachers to differentiate classroom resources and select appropriate strategies to support pupils with dyslexic difficulties.

Promoting Positive Behaviour

Graduate Diploma/Graduate Certificate 36 credits -3 study modules

We are pleased to offer 3 modules as part of the Graduate Diploma programme, in Promoting Positive Behaviour. Those completing and passing module assessments will be awarded a Graduate Certificate in Professional Development – Promoting Positive Behaviour. This will be the fifth time this successful and highly relevant course has been offered and feedback from previous participants was extremely positive.

The course aims to present a broad consideration of the nature of social, emotional and behavioural difficulties and positive approaches to behaviour management. Participants will consider how to identify and meet the needs of pupils with Social, Emotional and Behavioural Difficulties (SEBD). They will explore a range of strategies to support the inclusion of such children and understand the role of the adult in creating a positive learning environment for all pupils and staff.

(Module 1) will consider:

Ø What is meant by SEBD;

Ø The importance of language in communication;

Ø Strategies to promote a positive learning environment;

Ø analysing behaviour and supporting behavioural improvement;

Ø the importance of working in partnership.

(module 2) will consider:

Ø what is meant by the term ‘challenging behaviour’;

Ø analysing and managing challenging behaviour;

Ø the importance of Emotional Literacy in Promoting Positive Behaviour and addressing challenging behaviour;

Ø connections between thoughts, feelings and behaviour and the role of schools in developing pupil awareness, and understanding of, their own, and others’ emotions.

(module 3) will consider:

Ø an introduction to Restorative Practices;

Ø possible impact of Restorative Practices on behaviour in schools;

Ø evaluation of action research undertaken as part of the assessment.

Specific Learning Difficulties / Dyslexia (SpLD)

This specialist area will adopt a process of critical collaborative review with participants in relation to its content. It also aims to encourage the development of theoretical and practical knowledge through which participants will examine their own practice.

This course will:

• Provide participants with the skills in assessing learners in different contexts and the ability to use these assessments diagnostically
• Develop knowledge and critical understanding of the assessment criteria used in a variety of contexts in the diagnosis and assessment of learners with SpLD / dyslexia
• Enable the understanding of the educational implications of the terminology used in report from psychologists and other professionals
• Enable participants to develop a critical understanding of the theories and practices that can aid an understanding of the thinking and behavior of learners with specific literacy difficulties / dyslexia.

Dyslexia literally means difficulty with words, and this can cover reading, writing, spelling and any other aspects of language. It is not simply a reading failure. In fact, dyslexia is a three-fold problem with the person having difficulty with organizing and memory as well as word-finding, but IQ is often high.  This course looks at the cognitive and

behavioural problems faced by the dyslexic and his family, the parents and teacher.

Paramount, of course, is early and accurate assessment, and you will learn that the assessment process is dynamic and requires more than basic testing.  This course is ideal for teachers, parents and those in School Counselors Specialist Team in schools, and those adults who have been diagnosed with dyslexia and those suspicious exhibiting possible symptoms. It provides a rich source of information together with practical suggestions for management of this very complicated disorder.

Syllabus/ learning objectives:

On successful completion of 3 assignments the candidate will gain 60 credits towards the Graduate Diploma of Specific Learning Difficulties / Dyslexia (SpLD-Dyslexia)

Following a 2-4 LIVE CASES HISTORY PROJECT WORK (for teaching element consisting of at least 2-4 terms) Outcomes:

• Learners will be able to address the needs of pupils with dyslexic difficulties by:
• Early recognition
• Detailed assessment
• P.G .Diploma in Dyslexia Course TOTAL 6 +2 STUDY MODULES- 8-12 MONTHS WITH 4-5 ASSIGNMENTS
• P.G certificate Diploma study modules 1,2, 4 or 6  duration 3-4 months-3 assignments 2 ASSIGNMENTS,

SINGLE Specific Learning difficulty   (SpL DYSLEXIA)

Module 1.About ABOUT Dyslexia

Unit 1: Dyslexia: What it is and what it isn’t.

• What is dyslexia?
• What are the key indicators of dyslexia
• Research
• Who has dyslexia?
• Specific Learning Difficulties

Unit 2: Causes of Dyslexia. ? (1)

• Current Research
• What Causes Dyslexia? Part One
• Biological, Lower Activity,
• The Hemispheric Balance Theory

Unit 3 What Causes Dyslexia? (2)

• Visual Difficulties,
• Temporal Processing Theory,
• Cognitive.

MODULE-2 What Causes Dyslexia?

• Auditory Difficulties
• Automaticity,
• Working memory,
• Social Interactive Theory
• Approaches to Help Dyslexia
• Multisensory learning
• Cross-hemisphere learning
• Auditory and Visual approaches
• Diet
• A professional Counsellor’s point of view.

Module 3: Dyslexia and the School

– Roles and Responsibilities: SCST, Head teacher and Governing Body
– Roles and Responsibilities: SCST –BSELD/SEN POLICY FRAMEWORK and SPECIALIT SUPPORT TEACHER /class teacher,

Module 4: Assessment and Intervention

– Stage or Wave 1 Graduated Approach to Assessment and Intervention tier -1
– Stage or Wave 2 (School Action) and Stage or Wave 3 (School Action Plus)
– Writing an Individual Education SUPPORT Programme (IEP) Exams

Module 5. The Diagnosis referrals of Dyslexia and its Effects

– Identifying, Screening, Testing and Diagnosing
– Getting A Child Tested
– The Test
– Concerns for a parent

Module 6: How can you help?

– Reading
– Writing and Spelling
– Maths
– At home

Module 7. Teaching a pupil to read

– Reading ages
– How to choose appropriate reading materials
– Teaching a dyslexic child to read
– Individual letter shapes
– Study skills / building self confidence
– How to test a child’s reading
– Standardised reading tests
– Teaching reading using a multisensory approach

Module 8. Teaching Maths

– Techniques for teaching maths
– Multiplication and division
– Study skills / building self confidence
– How to test a child’s maths ability

Module 9. Teaching how to write and spell

– Writing equipment
– Teaching a dyslexic child to write
– Teaching a dyslexic child to spell
– Spelling rules
– Syllables
– Study skills / building self confidence
– How to test a child’s writing and spelling

Module10. How to work as a Dyslexic advisor

– Undertake diagnostic tests
– Provide your services as a dyslexia expert
– Provide after-school one-to-one coaching for dyslexic young people

• AWARD CERTIFICATE    AND———-     REDUCED FEE STRUCTURE :-

AN AFFORDABLE can be paid in max TWO instalments Registration Rs1500/-+Rs 1200/- Courier charges Domestic;-

• Masters – Rs 44000/- 2 years (U K GB POUND 2200/- FOR STUDENTS FROM ABROAD)
• ALL P G DIP,BSELD/SEN  –ONE YEAR Rs 32000/-((U K GB POUND 1200/- FOR STUDENTS FROM ABROAD)
• PG/adv DIP- 6-8  MONTHS-6 MODULESRs 22000/(in service teachers)-

P G dip CERTI COURSES Rs14000/-   3-4 MODULES3-4 MONTHRPQ=RECOGNITION OF PREV QUALIFICATIONS/EXPERIENCE CONSIDERED)