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, D.M. (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. https://jolly2.s3.amazonaws.com/Research/Literacy&Learning.pdf I will send an outline and more resources through email.
Compelling correspondence is essential to the achievement all things considered but since of the changing idea of the present working environments, successful correspondence turns out to be more troublesome, and because of the numerous impediments that will permit beneficiaries to acknowledge the plan of the sender It is restricted. Misguided judgments.In spite of the fact that correspondence inside the association is rarely completely open, numerous straightforward arrangements can be executed to advance the effect of these hindrances.
Concerning specific contextual analysis, two significant correspondence standards, correspondence channel determination and commotion are self-evident. This course presents the standards of correspondence, the act of general correspondence, and different speculations to all the more likely comprehend the correspondence exchanges experienced in regular daily existence. The standards and practices that you learn in this course give the premise to additionally learning and correspondence.
This course starts with an outline of the correspondence cycle, the method of reasoning and hypothesis. In resulting modules of the course, we will look at explicit use of relational connections in close to home and expert life. These incorporate relational correspondence, bunch correspondence and dynamic, authoritative correspondence in the work environment or relational correspondence. Rule of Business Communication In request to make correspondence viable, it is important to follow a few rules and standards. Seven of them are fundamental and applicable, and these are clear, finished, brief, obliging, right, thought to be, concrete. These standards are frequently called 7C for business correspondence. The subtleties of these correspondence standards are examined underneath: Politeness Principle: When conveying, we should build up a cordial relationship with every individual who sends data to us.
To be inviting and polite is indistinguishable, and politeness requires an insightful and amicable activity against others. Axioms are notable that gracious “pay of graciousness is the main thing to win everything”. Correspondence staff ought to consistently remember this. The accompanying standards may assist with improving courtesy:Preliminary considering correspondence with family All glad families have the mystery of progress. This achievement originates from a strong establishment of closeness and closeness. Indeed, through private correspondence these cozy family connections become all the more intently. Correspondence is the foundation of different affiliations, building solid partners of obedient devotion, improving family way of life, and assisting with accomplishing satisfaction (Gosche, p. 1). In any case, so as to keep up an amicable relationship, a few families experienced tumultuous encounters. Correspondence in the family is an intricate and alluring marvel. Correspondence between families isn’t restricted to single messages between families or verbal correspondence.
It is a unique cycle that oversees force, closeness and limits, cohesiveness and flexibility of route frameworks, and makes pictures, topics, stories, ceremonies, rules, jobs, making implications, making a feeling of family life An intelligent cycle that makes a model. This model has passed ages. Notwithstanding the view as a family and family automatic framework, one of the greatest exploration establishments in between family correspondence centers around a family correspondence model. Family correspondence model (FCP) hypothesis clarifies why families impart in their own specific manner dependent on one another ‘s psychological direction. Early FCP research established in media research is keen on how families handle broad communications data. Family correspondence was perceived as an exceptional scholastic exploration field by the National Communications Association in 1989. Family correspondence researchers were at first impacted by family research, social brain science, and relational hypothesis, before long built up the hypothesis and began research in a family framework zeroed in on a significant job. Until 2001, the primary issue of the Family Communication Research Journal, Family Communication Magazine, was given. Family correspondence is more than the field of correspondence analysts in the family. Examination on family correspondence is normally done by individuals in brain science, humanism, and family research, to give some examples models. However, as the popular family correspondence researcher Leslie Baxter stated, it is the focal point of this intelligent semantic creation measure making the grant of family correspondence special. In the field of in-home correspondence, correspondence is normally not founded on autonomous messages from one sender to one beneficiary, yet dependent on the dynamic interdependency of data shared among families It is conceptualized. The focal point of this methodology is on the shared trait of semantic development inside family frameworks. As such, producing doesn’t happen in vacuum, however it happens in a wide scope of ages and social exchange.
Standards are rules end up being followed when performing work to agree to a given objective. Hierarchical achievement relies significantly upon compelling correspondence. So as to successfully impart, it is important to follow a few standards and rules. Coming up next are rules to guarantee powerful correspondence: clearness: lucidity of data is a significant guideline of correspondence. For beneficiaries to know the message plainly, the messages ought to be sorted out in a basic language. To guarantee that beneficiaries can without much of a stretch comprehend the importance of the message, the sender needs to impart unmistakably and unhesitatingly so the beneficiary can plainly and unquestionably comprehend the data.>