Session Information
04 SES 11 B, Enhancing Teacher Competencies
Paper Session
Contribution
Educational institutions in urban environments in England provide inclusive education for diverse learners. Workplaces in England, too, are required by law to embrace diversity and ensure that employees with disabilities such as dyslexia do not suffer discrimination and ar included so that they can reach their potential in terms of employment (Bell, 2010). As much learning and assessment at all educational phases is still through the medium of literacy, there is a high demand for specialist teachers in schools, colleges and universities. Such teachers are now called upon to disseminate their knowledge in clusters of schools in cities and towns (Rose, 2009). There has also been a growth in the demand for trained specialists who can carry out standardised tests to diagnose dyslexia and identify strengths and weaknesses in students who find it difficult to acquire the literacy skills to enable them to reach their potential in a highly competitive and curriculum-driven education system. In particular, statuary requirements in England have meant there is a higher demand for specialist assessors who can use tests to justify access arrangements which enable students with literacy difficulties to participate fairly in the public examination system. This, together with targeted government funding of professional development courses, has created a demand for training of mainstream teachers in England.
This research seeks to illuminate the profiles of teachers who wish to become specialist in this field as, in order to meet training needs, it is important to understand exactly how they conceptualise their own knowledge and competences in relation to dyslexia (Bell, McPhillips, & Doveston, 2011). The two researchers are involved in delivering specialist training aimed at teachers and learning support professionals from all phases of education, and some suitably-qualified teaching assistants. This study examines the profiles of teachers seeking a specialist qualification, including previous training and experience, their own perceived learning needs and their motivation.
The acquisition of literacy skills is internationally recognised as a key skill as recognised by the World Conference on Special Needs Education in Salamanca (UNESCO, 1994.)Research has shown that effective one- to one tuition is necessary for some children with SEN to learn to read and write (Brooks, 2007). It is imperative that specialist teachers are trained to enable children who find literacy skills difficult to be included in education, and to support those with continued difficulties throughout their education and beyond school into continuing education and the workplace. This training, however, is costly both financially and in terms of the commitment of teachers who undertake it. This research, therefore, is both timely and important to illuminate the needs of these teachers in order to inform training institutions and accrediting bodies, and to enable them to provide relevant and effective programmes matched to course participants. The outcome of CPD training should enable participants to create learning opportunities which foster inclusion for all learners, in whatever phase of education or training that they work in.
Method
Expected Outcomes
References
Bell, S., McPhillips, T., & Doveston, M. (2011) How do teachers in Ireland and England conceptualise dyslexia? Journal of Research in Reading. Early View no. doi: 10.1111/j.1467-9817.2009.01419.x Bell, S (2009) Exploring support for dyslexic adults in the English workforce: lessons learnt from the story of an adult dyslexia group. Support for Learning 24 (2) 73-80 Bell, S. (2010) Inclusion for adults with dyslexia: examining the transition periods of a group of adults in England: “Clever is when you have a come to a brick wall and you have got to get over it without a ladder.” Journal of Research into Special Educational Needs 10(3) 216-226. Brooks, G. (2007) What works for children with literacy difficulties? The effectiveness of intervention schemes. London: DCSF Publications McPhillips, T., Bell, S. & Doveston, M. (2010) Overcoming barriers to the acquisition of literacy in twenty-first century inclusive classrooms. Chapter 16 in Rose, R. (Ed.) (2010) Confronting obstacles to inclusion; international responses to developing inclusive education, Abingdon, Routledge. McPhillips, T., Bell, S., & Doveston, M. (2009) Identification and intervention for primary pupils with dyslexia in Ireland and England: finding a path through the maze. REACH Journal of Special Needs Education in Ireland 22 (2). 67-81 Rose, J. (2009) Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties. London, Department for Children, Schools and Families. UNESCO (1994) The Salamanca statement on principles, policy and practice in special needs education. World Conference on Special Needs Education: Access and Quality. Salamanca, UNESCO
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