Module Descriptors
SPECIFIC LEARNING DIFFICULTIES AND DISABILITIES
PSYC50411
Key Facts
Faculty of Health Sciences
Level 5
15 credits
Hours of Study
Scheduled Learning and Teaching Activities: 30
Independent Study Hours: 120
Total Learning Hours: 150
Assessment
- ASSIGNMENT weighted at 80%
- PRESENTATION - INDIVIDUAL weighted at 20%
Module Details
Module Texts
Alcott, M. Children with Special Educational Needs: 2nd Ed 2002. Abingdon. Hodder Stoughton.
Doponio P, Macintyre C. Identifying and Supporting Children with Specific Learning Difficulties. 2003, RoutledgeFalmer
Mcintyre C. Play for Children with Special Needs. 2002. David Fulton Pubs.
Roffey, S. Special Needs in the Early Years: 2001 London. David Fulton Publishers
Tassoni P, Supporting Special Needs - Understanding Inclusion in the Early Years. 2003. Heinemann
Doponio P, Macintyre C. Identifying and Supporting Children with Specific Learning Difficulties. 2003, RoutledgeFalmer
Mcintyre C. Play for Children with Special Needs. 2002. David Fulton Pubs.
Roffey, S. Special Needs in the Early Years: 2001 London. David Fulton Publishers
Tassoni P, Supporting Special Needs - Understanding Inclusion in the Early Years. 2003. Heinemann
Module Learning Strategies
Lectures, videos and directed reading will build upon student's prior knowledge of theories and practical experience, which will then be applied in seminars and work-based tasks. Tasks may include:
- Identification of specific learning difficulties and disabilities.
- Discussion of case studies.
- Involvement in and use of Individual Education Plans (IEP's).
- Differentiation.
- A detailed examination of the role of the support worker.
- Identification of specific learning difficulties and disabilities.
- Discussion of case studies.
- Involvement in and use of Individual Education Plans (IEP's).
- Differentiation.
- A detailed examination of the role of the support worker.
Module Indicative Content
The module covers:
This module is designed to enable Early Years practitioners to develop their skills in working with and supporting children with special needs. Participants will develop methods of promoting good practice in general management within their own professional context. Through the synthesis of theory and practice, participants will be encouraged to reflect critically on the effectiveness of the care and education, which they provide.
This module is designed to enable Early Years practitioners to develop their skills in working with and supporting children with special needs. Participants will develop methods of promoting good practice in general management within their own professional context. Through the synthesis of theory and practice, participants will be encouraged to reflect critically on the effectiveness of the care and education, which they provide.
Module Additional Assessment Details
Participants will negotiate a piece of professional development work, based on their own experiences of supporting children with special needs, which will be presented to the group.
The presentation (Learning Outcome 1) should be no more than 15 minutes and should be supported by a written assignment.
(2000-2500 words + or - 10%) (Learning outcomes 1,2, and 3)
The presentation (Learning Outcome 1) should be no more than 15 minutes and should be supported by a written assignment.
(2000-2500 words + or - 10%) (Learning outcomes 1,2, and 3)
Module Resources
Multimedia classroom resources, library and internet.