Unit in Supporting Adults with Dyslexia and Co-occurring Difficulties – (DACPD91)

DACPD91– This Level 4 Unit provides a framework for the support of adults with dyslexia and co-occurring difficulties in a variety of post-compulsory education environments.  The holistic requirements of the individual will be considered, as well as the barriers that adults can face once they leave school. A range of barriers to competent performance, including the operating environment will be examined as a foundation to identify appropriate provision.  The materials in the unit will be pertinent to those supporting adults in further or higher education in work-based training and apprenticeships or other environments in which learning takes place with adults.

On completion, participants will be able to:

• Demonstrate an understanding of underlying cognitive factors in dyslexia and co-occurring difficulties
• Recognise the impact dyslexia has on day-to-day adult life
• Identify what support can be provided by the  setting and locate external agencies that also offer support

• The course is delivered online which offers you the flexibility to organise your time to fit around your professional and personal commitments.  It also saves you the time and expense of travel and classroom attendance
• Total study time is 3-5 hrs a week (20-30 hours total study over a 7 week period)
• Tutor support is offered throughout the duration of the course
• This qualification equates to Level 4 or 5  on the National Qualifications Framework (NQF) and the Qualifications and Credit Framework (QCF)

• 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
• Qualified classroom teachers or teaching or learning assistants and be currently (or recently within the last 2 years) employed to work with learners in the UK or internationally
• Qualified learning or adult support tutor and be currently (or recently within the last 2 years) employed to work with learners in a further or higher education educational setting or those working in a support function
• Have a minimum English language ability level such as: IELTS 6 or TOEFL 60-78 points if English is second language

• Pay online by debit/credit card at the time of registration £295+VAT.
• Pay later £320+VAT (this price includes an additional fee of £25+VAT for those choosing not to pay online at time of registration.  All monies must be received before the start of the course, the pay later option is only available up to 2 weeks before the start of the course)

Please click on the date below to make a booking.

• 18 September 2019
  Book by 4 September (if pay later/invoice required upfront) or book by 11 September if paying by credit/debit card.
• 20 November 2019
  Book by 6 November (if pay later/invoice required upfront) or book by 13 November if paying by credit/debit card.
• 22 January 2020
  Book by 8 January (if pay later/invoice required upfront) or book by 19 January if paying by credit/debit card.
• 25 March 2020
  Book by 11 March (if pay later/invoice required upfront) or book by 22 March if paying by credit/debit card.
• 27 May 2020
  Book by 13 May (if pay later/invoice required upfront) or book by 24 May if paying by credit/debit card.
• 15 July 2020
  Book by 1 July (if pay later/invoice required upfront) or book by 12 July if paying by credit/debit card.

• CPD Syllabus L4/5 from September 2019

“I really enjoyed the course and am planning to do the next one soon. It was helpful to learn the theory and then apply it to examples and work-place scenarios. I am already finding myself using my new knowledge and ideas when working with my students.”
S.B.

“This has been an in depth and extremely useful course that goes towards my Level 5 Diploma. The knowledge and understanding of dyslexia that I have gained from this course has been immense and helped me to clarify key areas of understanding and practice where I needed further insight into. It highlighted numerous approaches and strategies for supporting adults and students with dyslexia which I will now take on and begin to implement through my own practices in the coming academic year. One important highlight that I can take away from the course in particular was the importance of context-related perspectives of dyslexia and where barriers may emerge to progress.”

V.P.