The Certificate in Supporting International Learners with Dyslexia (DACRT67)
This SpLD qualifications are suitable for a wide range of education professionals including teachers, teaching assistants and other practitioners based in a classroom setting overseas.
Delivered entirely online, the Level 4 Certificate in Supporting International Learners with Dyslexia (DACRT67) is created by experts with real-world educational experience to empower delegates with practical and actionable skills, allowing you not only to engage with students with increased confidence but also create a pathway for professional progression.
By joining this programme you will:
- Add real value to your educational setting, bringing new skills and abilities to create the optimum outcomes for students in your care
- Develop practical competence and personal confidence in your strategies in working with students with literacy challenges
- Learn whilst you study, with our practice-led approach helping embed your new theoretical knowledge in your real-world circumstances
Start on the pathway to gaining the Level 5 Diploma in Strategic Teaching Support for Dyslexia and Literacy (DADIP61) which once completed, would make you eligible for Associate Membership (ADG) of The Dyslexia Guild
Discover the Certificate Content
The SpLD Qualifications in Supporting International Learners with Dyslexia are made up of six units:
Dyslexia and Co-occurring difficulties (DACPD51)
- An introduction to key elements of current research and practice in dyslexia and conditions that commonly co-occur with it. It aims to provide an understanding of current theories of dyslexia and the impact that dyslexia and co-occurring difficulties have on performance in a range of settings
Dyslexia: Supporting Individuals with Memory Weaknesses (DACPD52)
- We will explore some of the different aspects of memory and aim to promote an understanding of the barriers that working memory can create within learning environments. It gives practitioners an opportunity to analyse a task, to reflect upon their own practice and to consider how it can be tailored to strategically support individuals with dyslexia
Structured, Cumulative Multisensory Tuition for Learners with Dyslexia (DACPD53)
- Introducing the practitioner to the concepts of structured, cumulative, multisensory learning. The links between attention, memory and multisensory input are explained. The need for structured, explicit intervention is examined. The practitioner should be able to design lessons to maximise learning potential as a result of this Unit
Developing Reading Skills in Learners with Dyslexia (DACPD84)
- An opportunity to explore some of the key processes that underlie reading competence. The unit presents a range of strategic support methods and resources and describes the rationale behind them. It also considers the difficulties that readers with dyslexia can face when accessing print
Developing Writing Skills in Learners with Dyslexia (DACPD85)
- This unit is designed to increase understanding of the processes involved in developing writing skills and to provide strategies for use in the classroom. Although the focus is on how to nurture the development of writing skills in learners with dyslexia, the approach will benefit a wide range of learners struggling to acquire effective writing skills
Dyslexia in Multilingual Settings (DACPD94)
- This Unit course explores the challenges presented when supporting multilingual learners with dyslexia. The learner’s cultural context will be considered, together with the impact this has on learning and progress. The key components for supporting multilingual learners will be examined with a view to identifying appropriate support strategies for multilingual learners with dyslexia
Developing Numeracy Skills in Learners with Dyslexia and Dyscalculia (DACPD99)
- Examine the processes involved in mathematical thinking and how they link to aspects of memory and attention. The difficulties that learners with dyslexia and co-occurring difficulties, particularly dyscalculia, can have with numeracy are explained. The association of ‘number sense’ (numerosity) with dyscalculia is also examined. The unit explores theory, offers some practical ideas and provides the practitioner with the fresh perspective necessary to effectively use structured, cumulative, multi sensory teaching to promote numeracy development in learners where it is stalled or significantly delayed
DACPD99 is not in any of the general pathways but can be swapped out for another unit in certain circumstances.
- be qualified classroom teachers or teaching assistants and be currently (or recently within the last 2 years) employed to work with learners in the primary or secondary education fields in the UK or internationally.
- be qualified to at least level 3 (‘A’ level) on the UK qualifications framework or have other equivalent qualifications and relevant experience. Teaching assistants must be mentored by a qualified teaching professional whilst on the course.
- have a minimum English language ability level such as IELTS 6 or TOEFL 60-78 points
Please note: We reserve the right to request information in support of all applications from a headteacher or other suitably qualified line manager or referee
When can I start, how do I apply and how much does it cost?
Book before 24 April 2019 to join our next cohort.
Your pathway to progression
Qualifications you can trust
The CPD programme is designed and delivered by Dyslexia Action Training and quality assured by The CPD Standards Office. You will receive a Dyslexia Action Certificate upon completion.
“The support offered here is excellent, the tutors are always available to help and I would highly recommend you study with Dyslexia Action”
“This is an excellent short CPD course for me and I have enjoyed every single minute of it. I am very pleased that the course run during the summer period, as this is the only time I can do any course to improve my skills. The tutors are very supportive.”
“Excellent well structured and supported courses! Thank you!”
“The course provided a practical solution to CPD when other courses were impossible due to cost, time and location”