Analyse and consider the difficulties that an individual who has dyslexia may experience with numeracy and how these difficulties should be accounted for and dealt with within a programme to support numeracy development (AC 2.3).

Assignment 3.2: Programmes of support (one-to-one support) Analyse the difficulties that an individual who has dyslexia may experience with basic literacy and how these difficulties should be accounted for and dealt with within a programme to support literacy development (AC 2.2). Analyse and consider the difficulties that an individual who has dyslexia may experience with numeracy and how these difficulties should be accounted for and dealt with within a programme to support numeracy development (AC 2.3). Consider how study, organisation skills and independent learning can be integrated into support for an individual. Reflect and comment on your role in supporting learners with dyslexia with motivation, behaviour and self-esteem (AC 4.1). Reflect and comment on your role in supporting learners who have dyslexia with study and organisational skills. Discuss the use of ICT and Assistive Technology within the context of dyslexia support. This assignment requires you to complete a table where you will consider the areas that you may need to support when working with learners with dyslexia in a one-to-one setting. This should be appropriate to the age range in which you work. The table will include relevant research and contain references to the documents that you have reviewed. Work should be your own words. Your work will be marked against the assignment criteria below. The graded grid indicates the level of work that is acceptable for a pass, where ‘satisfactory’ or higher is a pass level. The purpose of this assignment is to look at the difficulties encountered by those with dyslexia that may be addressed in a one-to-one teaching programme and to suggest a range of resources to develop these skills. This will support you when you plan your own teaching programme. We recommend that a good starting point (before extending your reading of the main theorists) is to develop an overview of the theories and research by reading the following chapters from the key textbooks: there are 2 sample tables one for PRE 16 CHILDREN and one that is POST 16 year old children – I am working with PRE 16 CHILDREN <<<<<<<<<<<<<<<< PLEASE make table relevant to pre 16 children i will be working with children ages 7- 11 so please can you come up in the table off Support in a programme - activities/approaches on the table appropriate to this age group because if it is 14 year old kids or older it will be too diffivult to apply this into my further teaching lessons [order_button_a]

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