ASLS - Literacy & Dyslexia - The CEC Process for Identification and Support for Literacy Difficulties/Dyslexia (4 sessions) - CPD directory
Course title
ASLS - Literacy & Dyslexia - The CEC Process for Identification and Support for Literacy Difficulties/Dyslexia (4 sessions)
Course code
CF2700
Duration
8 hours (4 x 2 hours)
Target audience
Primary SfL teachers and Secondary SfL teachers/ SfL Leads
Organiser
Jude Durnan email jude.durnan@ea.edin.sch.uk
Tutor
Hilary Aitken; Jude Durnan
Dates, times and venues
All Course Sessions must be attended to complete the course (4 Sessions)
25 January 2024, 1630-1830, TEAMS Online
22 February 2024, 1630-1830, TEAMS Online
20 March 2024, 1630-1830, TEAMS Online
24 April 2024, 1630-1830, TEAMS Online
Aims and outcomes
Session 1:
To become familiar with the CEC definition of dyslexia.
To understand when/ why an identification of dyslexia is important.
To become familiar with the CEC process for identification of literacy difficulties/ dyslexia and the resources available to support this.
Session 2:
To understand more about the CEC assessment process for identification of dyslexia. To understand where the CEC Summary and Conclusions Framework is used in this process and how to write it up.
To begin to write up a Summary and Conclusions Framework.
Session 3:
To become more confident in identification of dyslexia.
To be able to write up a Framework.
Session 4:
To introduce the planning format used by the Literacy/ Dyslexia Support Team when producing individual literacy support programmes.
To introduce and practise a range of literacy strategies for working with individual pupils, (following use of the CEC Diagnostic Assessment.)
To enable participants to try some strategies.
Throughout session consider your context – how can the individual strategies and supports be replicated across the learning environment?
Content
Session 1:
CEC definition of Dyslexia.
Identification - when/ why?
Process for identification and support for literacy difficulties/ dyslexia - Pathway 1/2.
Session 2:
CEC process for identifying dyslexia.
Assessment planning and resources.
Filling in the Summary and Conclusions Framework.
Begin to write up before
Session 3:
The assessment process.
Transition.
Dyslexia or not?- a discussion.
Review/ support with assessment write ups.
Session 4:
The planning format used by the Literacy/ Dyslexia Support Team.
The L/DST individual lesson.
Resources and strategies to support individual learners.
Further information
There are only 14 places on this course, as session 2/3 involve supported report writing. If you are unable to commit to all 4 sessions, please DO NOT sign up for this course. Following EACH Session, participants are required to undertake follow-up assessment related activities that feed into the following session. Many of the literacy strategies (Session 4) can be used with groups of learners/ in whole class teaching. Resources to accompany course are made available.
