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The focus of this course will be to investigate reading and writing disabilities, with emphasis on three different main topics.
First, we will outline the general context of dyslexia. Therefore we will discuss this reading and writing disorder within a descriptive and causal theoretical frame. Subsequently, we will look more specifically at causes of dyslexia in terms of heredity, medical insights and behavioral aspects. The latest findings involving reading and writing processes will be discussed using recent scientific literature and practice based knowledge.
Second, points of view of Dutch and international prominent researchers and clinicians on assessment will be considered. The pros and cons on assessment will be balanced against each other. We will glance at the best differentiating assessment criteria. Students will be guided to make reliable choices after finishing the course.
Third, therapeutic interventions for individuals with reading and writing disabilities will be discussed. Thereby we will focus on the core abilities of cross-lingual reading and writing abilities in order to put the findings into practice. The latter will enable the students to choose the most promising therapeutic approach in their own language.
Compentences
Generic competences
The student
- demonstrates basic knowledge on reading and writing
development and reading and writing disabilities
- can apply this knowledge and understanding in a manner that indicates a professional approach
- has the ability to gather and interpret relevant data in this field of study
- can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences
- has developed learning skills and attitudes for continuing education in an autonomous way in this field
Specific Competences
| Area of competence |
Roles |
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The student is able to: |
| Prevention |
Therapist |
Identify reading and writing difficulties at an early stage. |
Assessment and treatment
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Therapist |
1. carry out logopaedic anamnesis and assessment, and to diagnose in accordance with logopaedic methodology.
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2. draw up a therapy plan, to carry out the therapy plan and to assess it in accordance with logopaedic methodology. |
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3. act on the basis of evidence.
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| Developing professional qualities |
Professional practitioner |
Act in accordance with professional ethics, and to assess personal professional practice by means of testing and reflection.
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| Advice |
Advisor |
Give information and advice as to reading and writing difficulties |
Preparatory activities
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Educational tools
- Book: Reid, G. (2009). The Routledge Companion to Dyslexia. London/New York: Routledge.
- Course materials (articles, powerpoint-presentations, case-studies), diagnostic tests and therapy tools
- Blackboard (Toledo)
- Self-study packages
Learning activities
- Lectures
- Workshops
- Discussion groups
- Self-study tasks
- …
Evaluation
1st exam period (January)
Written exam on the theoretical aspects of dyslexia (50%).
Permanent evaluation during the course period (50%).
2nd exam period (June)
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3rd exam period (August/September)
Written exam on the theoretical aspects of dyslexia and exercises (100%).
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- ECTS: 3
- Semester: 1
- Language: English
- Teacher: Meersschaert Ellen
- Coordinator: Meersschaert Ellen
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