A critical analysis of interventions and planning (2500 words) a) Choose two evidence based interventions to support pupils with dyslexia you have read about in the course. Compare and contrast each of these approaches, listing what you see to be the strengths and shortcomings of each. b) Discuss in detail how you would plan and implement a whole school approach to best support the students with dyslexia and literacy difficulties. c) What difficulties or barriers do you see to implementing the approach fully? Remember to ensure you are addressing the learning outcomes for this part of the assignment: LO2: Develop understanding of pedagogy and practice to support learning for students with dyslexia LO5: Analyse, evaluate and reflect on current curriculum practices within own context LO6: Demonstrate professional skills in addressing the needs of students with dyslexia LO7: Systematically gather evidence and use data for analysis, identification of key issues and development of professional practice A detailed outline of how these are assessed can be found on the final two pages of the module guide in the summative assessment grid. Suggested structure: these are only guidelines. You may have a different structure in mind. It is important, however, that you ensure your writing is sufficiently critical and academic. Suggestions in bold will help ensure you are meeting the assessment criteria. Introduction State the aims of the essay and the main areas of discussion. A good introduction provides a clear and concise overview of the purpose and structure of your paper. There is no need to use references in the introduction. Identify two interventions ? Identify and critically evaluate two evidence-based interventions to support pupils with dyslexia. ? Compare and contrast these approaches, and analyze their strengths and shortcomings, drawing on evidence from the literature and your own experience where relevant. You may wish to make links to your own context or experience to provide a rationale for your choice of interventions. ? Your evaluation should focus on the efficacy of the interventions – how do they address the needs of pupils with dyslexia? Which aspect of literacy or learning is the intervention helping with and why is this important? Planning a whole school approach to dyslexia ? Discuss how you would plan and implement a whole school approach to best support the students with dyslexia and literacy difficulties. ? You need to justify your plan with reference to the relevant literature and best practice approaches for the support of students with dyslexia and literacy difficulties. ? Set the whole school approach in the wider policy context and make links to national and international policy. Identify key issues and detail how these will be addressed and how the whole school plan will be implemented. What difficulties or barriers do you see to implementing the approach fully? ? Analyze and evaluate the key challenges and barriers to a whole-school approach, ? Here you should make links to relevant research and you can also reflect on these issues in your own professional practice. ? Reflect on how these might be overcome. Conclusion ? This is where you draw together all the threads of your writing – what have you learnt? What does this mean for practice? ? It is very important that you do not bring in any new materials or ideas here. Your conclusion should summarise and synthesise the evidence and ideas you have presented. Some key points to remember: ? Avoid over use of quotations. You should probably have no more than 5/6 direct quotations in a 2500 word paper. ? Ensure that all citations are accurate and all sources cited in the body of the assignment are referenced in alphabetical order in the reference list. Please note, you only need to include one complete reference list for both part 1 and 2 at the end of your assignment. ? For administrative purposes: your student number as well as the page number should be inserted as a footer ? Both parts should be submitted together as one document. The recommended readings list is intended to serve as a guidance document for students and further self-led research is strongly encouraged. Though every effort is made to ensure the online availability of each resource included, this may not be feasible in every case. Beaton, A. (2012). Dyslexia, reading and the brain. Hove: Psychology Press. Frederickson, N. & Cline, T. (2009). Special educational needs, inclusion and diversity (2nd Ed.). London: Open University Press. Frith, U. (1999). Paradoxes in the definitions of dyslexia. Dyslexia, 5, 192-214. Nicholson, R. I. & Fawcett, A. (2010). Dyslexia, learning and the brain. Cambridge, MA: MIT Press. Peer, L. & Reid, G. (2001). Dyslexia: Successful inclusion in the secondary school. London: David Fulton Publishers. Reid, G. (2005). Dyslexia and inclusion: Classroom approaches for assessment, teaching and learning. London: David Fulton/NASEN. Reid, G. (ed.) (2009). Routledge companion to dyslexia. Abingdon: Routledge. Reid, G (2011). Dyslexia (Special educational needs). London: Continuum. Sprenger-Charolles, L., Cole, P., & Serniclaes, W. (2012). Reading acquisition and developmental dyslexia. Abingdon: Routledge. Thomson, M (ed.) (2003). Dyslexia included: A whole school approach. London: David Fulton. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, . (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2-40. Westwood, P. & Kellett, M. (2011). Commonsense methods for children with special educational needs (5th Ed.). London: Routledge Falmer. I will send an outline and more resources through email.