This module focuses on developing awareness, knowledge and skills required for supporting students with literacy differences and dyslexia. It examines the issues, debates, and most recent research regarding the development of literacy, and the nature of and current conceptualisation of dyslexia and how the two are related. Utilising a neurodiversity lens and underpinned by UDL approaches, the module addresses how to identify and support students arising from these differences through evidence informed approaches. Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice.

1. Critically evaluate the concepts of literacy and dyslexia including theoretical nature of differences arising from literacy and dyslexia
2. Critically examine the acquisition and development of literacy
3. Critique assessment and identification methods in relation to literacy and dyslexia
4. Critique a range of evidence-based interventions suitable for students with learning differences in regard to literacy and dyslexia
5. Evaluate suitable assistive technology approaches for literacy and dyslexia
6. Critically reflect on factors which influence productive dispositions with regard to literacy: s ocial and emotional aspects of differences associated with literacy and dyslexia including self-advocacy and empowerment approaches

This module focuses on developing an understanding of Deafness and Hard of Hearing (D/HH). Students will be introduced to the history of Deaf, Deaf culture and Deaf identity. It will provide information on different communication approaches. The module will develop an understanding of the legislative framework of service delivery to deaf children, the range of provision and communication options available, service delivery to deaf children and importance of inter-agency working. The nature of deafness and types of amplification will be explained. Students will develop a theoretical understanding of language acquisition in D/HH children. They will analyse the potential effects of deafness on the language learning process, and the central position of those around the child in supporting communication. This will provide a foundation for knowledge around how to support the D/HH child in a school setting in such a way as to encourage autonomy and self-management. Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice .

1. Critically evaluate Deaf history, culture, and Deaf identity
2. Critically evaluate the nature of Deafness and Hearing Loss
3. Critically examine the range of audiological assessments
4. Critically examine the acquisition and development of language in D/HH children
5. Critique a range of evidence-based interventions and inclusive UDL approaches suitable for students who are D/HH
6. Critically examine types of amplification and assistive technology
7. Investigate the social and emotional aspects of differences associated with D/HH
8. Appraise the role of parental support, self-advocacy and empowerment approaches, and positive attributes of D/HH, Deaf culture and Deaf identity

This module introduces students to inclusive strategies, which can be used to design inclusive learning environments. Students will have the opportunity to explore theoretical foundations of inclusive design approaches, which emphasise the importance of environmental and universal approaches to support inclusion. Theoretical foundations such as critical pedagogy and the social model of disability will provide a lens through which to view an inclusive design approach. Learner variability will be explored and embraced through an exploration of literature and content which supports a movement towards education for social justice. Students will have the opportunity to apply inclusive design principals to their own context to support planning, assessment and delivery. Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice .

1. Recognise the importance of learner variability and diversity (disability, ethnicity, socio-economic backgrounds etc.)
2. Interrogate their own beliefs and values relating to inclusion and where barriers may exist
3. Critically evaluate theoretical foundations of a universal design approach e.g. critical pedagogy
4. Articulate an understanding of the social model of disability and its role in recognising barriers in environmental design
5. Understand the importance of recognising and removing barriers to inclusion
6. Analyse the three principles of Universal Design for Learning and their potential to support a more inclusive learning environment
7. Demonstrate application of inclusive strategies to their own contexts

This module will focus on developing initial research knowledge and skills. The module will provide the participant with an overview of research, knowledge of data collection methods as well as an understanding of approaches of data analysis. The concept of research is explored, and consideration will be given to quantitative, qualitative and mixed methods of research.

1. Critically discuss the concept of research.

2. Critically appraise research concepts such as Quantitative, Qualitative, Mixed Methods, Validity, Reliability, primary sources, Variable, Experimental Hypothesis and Controls

3. Critically evaluate ethical considerations when conducting educational research

4. Critically explore questionnaires, interviews and observations as instruments in primary data collection

5. Critically explore experiments, tests, and scales as approaches in primary data collection

6. Critically evaluate approaches to data analyses