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

DACPD91– This Level 4 Supporting Adults with Dyslexia and Co-occurring Difficulties 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.

• 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

This co-occurring unit is part of a wider CPD programme which offers the opportunity to choose from a range of study options:

You can study:

1. The above unit individually
   Units 91, 92 & 96 as an Award in Supporting Adults with Dyslexia and Co-occurring Difficulties (DAAWD59)
   Units 52, 93 & 94 as an Award in Learning Support for Adults with Dyslexia (DAAWD60)
   By booking an Award you will save a total of £30 as opposed to booking the Units individually
2. You can swap the Numeracy unit DACPD99 for either DACPD93 or 94
3. The first six units make up The Certificate in Supporting Adults with Dyslexia and Co-occurring Difficulties (DACRT56) please note you cannot book this Certificate outright but should book either six individual Units or two Awards
4. If you complete The Certificate in Supporting Adults with Dyslexia and Co-occurring Difficulties (DACRT56)* you can move on to The Level 5 Certificate in Strategic Teaching Support for Dyslexia and Literacy (DACRT60) which will give you The Level 5 Diploma in Strategic Teaching Support for Dyslexia and Literacy (DADIP61)

*please note if you are a graduate with at least two years experience and are currently employed (recently or within the last two year’s employed to work with learners in a dyslexia/literacy setting and are looking for a fast track route to gaining the Level 5 Diploma you can study Focal Points for Literacy fast track Award (DAAWD80)  instead of the above then move onto The Level 5 Certificate in Strategic Teaching Support for Dyslexia and Literacy (DACRT60)

• 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.

• 14 July 2021 *special offer for July £10+VAT off July bookings (discount applied at check out)*
  Book by 30 June (if pay later/invoice required upfront) or book by 7 July if paying by credit/debit card at time of registration.
• 15 September 2021
  Book by 1 September (if pay later/invoice required upfront) or book by 8 September if paying by credit/debit card at time of registration.
• 17 November 2021
  Book by 3 November (if pay later/invoice required upfront) or book by 10 November if paying by credit/debit card at time of registration.
• 19 January 2022
  Book by 5 January (if pay later/invoice required upfront) or book by 12 January if paying by credit/debit card at time of registration.
• 16 March 2022
  Book by 2 March (if pay later/invoice required upfront) or book by 9 March if paying by credit/debit card at time of registration.
• 11 May 2022
  Book by 27 April (if pay later/invoice required upfront) or book by 4 May if paying by credit/debit card at time of registration.
• 13 July 2022
  Book by 29 June (if pay later/invoice required upfront) or book by 6 July if paying by credit/debit card at time of registration.

Our courses run six times a year in September, November, January, March, May and July.  

“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.