Special Needs level 6 6n1957


Learning Difficulty Awareness QQI 6 (Fetac) Component

Tues 7.30-9.30
10 weeks
Price: €200

Unit 1 : Developing an Understanding of Specific Learning Disorders 
Explore with the learner the components of information processing and examine ways in which learning is processed, for example • Kinaesthetic • Visual • Aural • Theorist: Howard Gardiner Identify with the learner preferred learning channels and styles Explore with the learner the differences in learning channels and styles which may be found in any class or group Examine with the learner how learning channels and styles are key tools for supporting learners with specific learning processing issues Consider with the learner the range of Specific Learning Difficulties that exist and the overlap between them, for example • Dyslexia • Dyspraxia • AD(H)D • Asperger’s Syndrome • Dyscalculia Consider with the learner the nature of dyslexia, dyspraxia, AD(H)D and Asperger Syndrome, for example • Tests available • Diagnosis • Access to learning support • Assistive technology • Attempts to create an inclusive environment • Effects on education and social skills • Prognosis Communicate to the learner practical suggestions for support in training/education, the workplace and home environment Examine a number of communication strategies which might be applied in a practical context, for example • Lámh • ABA Learning Difficulty Awareness 6N2210 Version 3 7 Cork Education and Training Board 

Unit 2: 
Dyspraxia Define for the learner Dyspraxia and explore the difficulties that individuals with Dyspraxia face in training/education and in the workplace, for example • Physical • Social • Educational • Behavioural • Emotional • Behavioural Facilitate the learner to consider Dyspraxia within an individuals planning process Examine with the learner how to apply current knowledge to daily activities when working with individuals with Dyspraxia.

Unit 3:
Dyslexia Define for the learner Dyslexia and develop a list of difficulties that individuals with Dyslexia face in training/education and in the workplace, for example • Social • Educational • Emotional • Behavioural Explore with the learner adaptations which can be made to the environment to meet the needs of individuals with Dyslexia in training/education or in the workplace, foe example • Reasonable accommodation in exams • Adapting assessment methods for learners with dyslexia • ICT Facilitate the learner to analyse the range of assistive/adaptive technology suitable for people with Dyslexia, such as • Screen Readers • Keyboards • Visualisers • Speech Recognition software • Dictaphone Facilitate the learner to consider Dyslexia within an individuals planning process Consider with the learner how to develop a supportive attitude to Dyslexia in the workplace Examine with the learner how to apply current knowledge to daily activities when working with individuals with Dyslexia. 

Unit 4: Asperger Syndrome Explore with the learner the spectrum of Specific Learning Difficulties and where Asperger Syndrome sits within this Consider with the learner the issues and difficulties facing a person with Asperger Syndrome, such as • Social Learning Difficulty Awareness 6N2210 Version 3 8 Cork Education and Training Board • Emotional • Behavioural • Physical • Educational Examine with the learner how to respond appropriately in a teaching and learning environment to an individual with Asperger Syndrome 

Unit 5: ADD/ADHD Consider with the learner the types of issues and difficulties facing a person with ADD/ADHD, such as • Social • Physical • Emotional • Behavioural • Educational Explore with the learner the strong connection between ADD/ADHD and the frequency of other medical and/or psychiatric conditions Consider with the learner appropriate strategies of negotiation which may be useful when working with an individual with ADD/ADHD, such as • Short task • Time out • Clear instructions • Altered curriculum Examine with the learner how to respond appropriately in a teaching and learning environment to an individual with ADD/ADHD Consider with the learner how to develop supportive attitude to ADD/ADHD at school, college and in the workplace 

Unit 6: Supporting Specific Learning Difficulty attitudes in the workplace Facilitate the learner in identifying strategies, methodologies to support practitioners working with individuals with SLD’s, such as • Positive discrimination • Inclusive practice • Empowerment Learning Difficulty Awareness 6N2



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