SC 04 A PG DIP DYSLEXIA, 04B PG DIP Autism SEN SPLD COURSES F-OCT

Introduction

PROFESSIONAL SCHOOL COUNSELLOR with the support of specialist members of the team (SCST) acts AS BSELD/SEN Coordinator, in collaboration with the head teacher/ CLASS TEACHER and SCHOOL ADMINISTRATION.FOR PUPILS, Who need 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)

Role and Functions of Professional School Counsellors professional counsellors 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)

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

M. Sc/P.G Dip BSELD/SEN -Masters 12 modules (1-4 & 8 STUDY MODULES 1-8 IN DYSLEXIC STUDY.-24 monthsProgramme overview

The School of Education provides programmes of study for professionals working with children and young people experiencing social, emotional and behavioural difficulties (BSELD) The programmes are available via distance education The programmes cover:

The programmes aim to develop professional practice in educational settings. If you work with children and young people who exhibit challenging behaviour, disaffection and dis-engagement with schooling, behaviour disorders, or behaviour, emotional and social difficulties, then these programmes will have applicability for you.

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 develops 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 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.

 P.G DIPLOMA /P.G Dip Cert COURSES

1. P.G .Diploma in Dyslexia Course TOTAL 8 STUDY MODULES- 10-12 MONTHS WITH 4 ASSIGNMENTS
2. P.G DIPLOMA (In Service Teachers/ OTHER PROFESSIONALS =RPQ)
3. Elementory School Counsellors/mentors’ skills development program -6 modules/self study modules

–6 MODULES DURATION 4-6 MONTHS-3-4 ASSIGNMENTS

P.G certificate Diploma study modules 1,2, 4 or 6  duration 3-4 months-3 assignments 2 ASSIGNMENTS FOR PARA PROFESSIONALS/ASSISTANT TEACHERS, ENTRY REQUIREMENTS & FEE STRUCTURE

SINGLE Specific Learning difficulty- class teachers/parents /Specialists SEN/ PARA PROFESSIONALS

(SpL DYSLEXIA P.G DIP 8 MODULES – FEE RS 32000/-

P.G Dip -Certificate course 4-5 speciality teaching module Rs 14000/-12-14 weeks

The good news is that no prior learning knowledge or experience is essential to take this course.  This course is openly available to anyone wishing to learn more about Special Educational Needs/Specific Learning Difficulty and would like to take part in a highly rewarding home study course. We believe that everyone should have the opportunity to expand their knowledge and study further, so we try to keep our entry requirements to a minimum.

You have the freedom to start the course at any time and continue your studies at your own pace for a period of up to 12 months from initial registration with full tutor support.

Qualification Award – SEN P.G Diploma (SpL- Dyslexia) /P.G Dip Cert (SpL-Dyspexia)
Special Educational Needs P.G Dip issued by the IISP entitling you to use the QUALIFICATION letters and entitles you to practice the profession.

Specific Learning Difficulties

  P.G .Diploma in Dyslexia /Autism Course TOTAL 8  STUDY MODULES- 10-12 MONTHS WITH 5 inclusive case history live project work. ASSIGNMENTS

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 signs, symptoms
• 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 the management of this very complicated disorder.

Syllabus/ learning objectives:

 On successful completion of 3 assignments, the candidate will gain 60 credits towards the P.Graduate Diploma of Specific Learning Difficulties / Dyslexia (SpL D-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 and support

SINGLE Specific Learning difficulty 8 Study modules only  

Introductory module -1

what are special educational needs/Learning Difficulty?

(SpL DYSLEXIA)

Module 2. 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-3. 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
• An professional Counsellor’s point of view.

Module 4. 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 5. 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 (IESP)

Module 6. The Diagnosis referrals of Dyslexia and its Effects

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

Module 7.: How can you help GENERAL ? (INDIVIDUAL SPECIALITY)

– Reading
– Writing and Spelling
– Maths
– At home

Module 8.. Teaching a pupil to read (INDIVIDUAL

– 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 9. Teaching Maths

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

 Module 10. 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

Module11. 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

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

Target potential professions/students

Class/subject teachers, Parents, SCST Specialist support teachers in mainstream schools. Teachers keen to extend support to children with Sp Learning difficulties, NGOs Volunteers working with children and family settings.

Course Structure and indicative study modules.

Course comprising 8 modules. Including Introduction to child development. . ( 12 months )

MODULE -01 An overview -what are Specific Learning Difficulties?

• Attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD):
• Dyscalculia:
• Dysgraphia:
• Dyslexia:
• Dyspraxia, also known as Developmental Dyspraxia:

Topics include: AUTISM MODULES 01 and 5.& OTHERS

1. an understanding of the characteristics associated with Autistic Spectrum Disorder (ASD);
2. Let’s Talk About Autism
3. Assessment and multi approaches ,autistic child’s theory of mind.
4. the triad of impairment and its implications for learning; case studies
5. the relationship between behaviour and the triad of impairments;
6. a range of strategies for effective assessment, teaching and learning;
7. Evaluation of participants’ own experiences and to compare and contrast practice in their own and other schools.
8. Therapies for autism, sharing positive attitude towards pupils with autism.
9. Live case studies project work and evaluation

Module  09. 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:

• the nature of ASD; guidance in following the BSELD/SEN SCHOOL POLICY IMPLEMENTATION
• the implications of the triad of impairments;
• effective strategies to support pupils with ASD;
• Working in partnership/ collaboration with concerned partners.
• What can you expect from your child’s school to help students with SpLD’s?19

PARA PROFESSIONALS   STAFF ASSISTANTS/Specialist Teacher

This is a 24 WEEKS course, comprising 4 modules. This constitutes a qualification for BSELD/SEN PARA PROFESSIONALS   STAFF ASSISTANTS/Specialist Teacher (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.

What can you expect from your child’s school to help students with SpLD’s?

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.

Specific learning difficulty -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.