Learning Outcomes:
On completion of this module, students should be able to:
1) Apply theoretical models of effective inclusive instruction, including UDL, in order to design teaching programmes for students with language, literacy, and/or numeracy difficulties;
2) Demonstrate an ability to make decision about the suitability of interventions, based on a critical appraisal of the evidence-base and the students’ needs, age, and context;
3) Evaluate critically current good practice in the teaching of language, literacy, and numeracy and the models on which this practice is based;
4) Evaluate critically models and theories of ‘typical development’ of language, literacy and numeracy skills; and how students with general language, literacy, and/or numeracy difficulties or those with specific difficulties (e.g., dyslexia and dyscalculia) may differ from those who are not experiencing difficulties in acquiring these skills;
5) Design, deliver, and evaluate interventions for individual students with literacy difficulties and numeracy difficulties, which includes both instruction and accommodation, and, if appropriate, some therapeutic input to address the students’ needs.