SpLD Context and Educational Theory (SCET)
Module Code: EDP113SN

(Core module for MA, PGDip and PGCert)

This module begins by covering research and educational theory necessary to give students an introduction to learning as well as providing the knowledge required to interpret information gained through SpLD: Diagnostic Screening Assessments  (SDSA) and to further develop skills learned in SpLD:  A Literacy Approach (SLA)

This module is divided into two areas. The first part of the module traces cognitive development and its influence on language, language acquisition and the various theories of learning that determine teaching within the context of a non-SpLD learner.  The second part of the module focuses on Specific Learning Differences and delves into its nature, literacy development, brain research and multilingualism and the implications on learning and consequently, teaching. 

This module aims to:

• Explore child literacy development through a study of educational theory;

• Equip students with an in-depth knowledge of Specific Learning Differences, their causes and characteristics;

• Enable students to explore perspectives on Specific Learning Differences within the broader aspects of education in the region;

• Investigate various models of learning and teaching and the respective instructional approaches.

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SpLD Screening Diagnostic Assessment (SDSA)
Module Code: EDP114SN ; Pre-requisite: EDP113SN (SCET)

(Core module for MA and PGDip; Designate for PGCert)

This module focuses on both the theoretical analysis and evaluation of both the purposes of assessment for specific learning differences and the instruments which are currently used to screen and identify them.

Supplementing this with the theoretical knowledge gained in the SCET module, students will utilise their assessment results and findings in the SLA module.

The module aims to:

• Equip students with the tools to identify learners at risk of specific learning differences through screening;

• Enable students to understand and interpret a psychological assessment report.

• Enable students to create a comprehensive profile of a learner with specific learning differences using a battery of screening and literacy assessment tools.

• Inform students of related aspects of the learners' strengths and weaknesses, self-esteem, learning styles.

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SpLD A Literacy Approach (SLA)
Module Code: EDP115SN; Pre-requisite: EDP113SN (SCET) & EDP114SN (SDSA)

This module concludes the Assessment, Planning, Implementation and Evaluation (APIE) Cycle, a systematic manner of approaching intervention programmes for learners with learning differences.

Having assessed a learner with literacy difficulties in Module SDSA, students will now proceed to design an intervention programme to support the learner. This module is both lecture and practicum based. The first half of the module introduces students to teaching basic literacy skills (decoding and encoding) while the second half focuses on teaching advanced language skills.  In the course of the module, students are required to embark on 12 hours of teaching practice, applying theoretical knowledge covered in SCET module to enhance teaching skills.  Students will receive support in teaching via written and verbal evaluation of selected teaching sessions.

The module aims to:

• Enable students to put into practice the principles studied in Modules SCET and SDSA;

• Equip students with a range of strategies to support SpLD learners in literacy;

• Offer students the practical experience of concluding the Assessment, Planning, Implementation and Evaluation (APIE) cycle;

• Offer students the opportunity to develop appropriate teaching strategies for learners through tutor feedback and critical reflection on their experience.

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Supporting Adult Learners with SpLD (SALS)
Module Code: EDP116SN

(Designate for MA, PGDip, and PGCert)

This module covers the nature of specific learning differences; instruments used to screen and identify them; a range of strategies used in tutorial support; IT support and the provisions of reasonable adjustments in higher and further education.

The Module Aims to:

• Offers a core of specialist information on the main characteristics of adult learners with specific learning differences;

• Equip students with the tools to identify adult learners with specific learning differences through screening and critical examination of psychologicalassessment;

• Familiarise students with the basic framework of support offered to adults with specific learning differences including study aids and study skills assessment, one-to-one tutorial support, group support, and IT support;

• Equip students with a range of appropriate strategies suitable to help adult learners with specific learning differences overcome the barriers to their learning and achieve consequent academic success

• Offer students practical supervised experience to enable them to develop teaching strategies appropriate to the learning style of adults with specific learning differences

• Offer students the opportunity to observe trained tutors and their trainee-tutor peers conducting one-to-one tutorial sessions in order to gain practical

• Understanding and critical assessment of tutorial practice

• Encourage the development of an enquiry-led support curriculum

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Supporting Learners with Mathematics Difficulties (SLMD)
Module Code: EDP117SN

(Designate for MA, PGDip, and PGCert)

This module focuses on the characteristics of mathematics disabilities and examines the mathematics education standards in Singapore and other institutions. 

This module runs for a period of 20 weeks (12 weeks of lectures) and each student is required to carry out a 10 hour teaching practice (between Week 8 to Week 18).  The reflective practices in this module will provide opportunities for students to develop their practical skills and professional growth in the teaching and learning process.

The module aims to:

• Critically examine the cognitive features and affective issues associated with dyslexia which can affect mathematics learning;

• Analyse the learning and thinking styles of learners with mathematics difficulties when they problem-solve mathematical questions or encounter 'real-life' problems;

• Explore the changes in mathematics education practices with reference to the mathematics curriculum standards in Singapore and other institutions;

• Develop appropriate assessments and effective teaching practices to support, communicate and manage learners with mathematics difficulties;

• Demonstrate self-reflection and evaluation skills for on-going growth and professional development through a teaching portfolio.

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Information Technology to Facilitate Learning (ITFL)
Module Code: EDP112SN

(Designate for MA, PGDip, and PGCert)

This module explores and critically evaluates the use of educational technology, with specific reference to the use of Information and Communications Technologies (ICT), for teaching within the context of people with dyslexia. Students will review the current technologies that are available, along with their use in  learning situations. They will go through the process of designing, developing, implementing and evaluating the use of technology in their own work and use this experience to review their own professional development needs.

There is a wide range of ICT-based technology available to assist  people with dyslexia. It is intended to provide students with the necessary understanding and skills to identify and apply appropriate technology based interventions. The students should be able to assess the solutions available and critique them based on local educational needs.

The aim of this module is to allow the student to investigate, through active learning, the role of ICT in learning and teaching. Participation in this module should allow the student to:

• Systematically understand, evaluate and develop the use of learning technologies for the purpose of professional development and learning;

• Investigate, through active learning, the role of ICT in learning and teaching;

• Review the current technologies that are available, along with their use in learning situations;

• Design, develop, implement and evaluate the use of technology in their work and to use this experience to review their professional development needs.

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Research Methods in Education and the Dissertation (RM)
Module Code: EDP006N; Pre-requisite for the Dissertation

(Core for MA; Designate for PGDip and PGCert)

This module is designed to introduce students to a range of research strategies and enable them to write a research proposal for their work on the MA Dissertation.

This module aims to:

• Introduce students to a range of research strategies and methods used in education and to encourage critical reflection on methodological issues;

• Develop an understanding of ethical issues in research, and the responsibilities of the researcher;

• Equip students to conduct a small-scale educational research project;

• Enable students to write a research proposal that will serve as a basis for their work on the MA dissertation.

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The Dissertation (60 Credits)
Module Code: EDPPA1SN

(Pre-requisite: Research Methods)

The dissertation provides students with the opportunity for sustained independent work, related to their interests both personal and professional in the area of SpLD. The dissertation is the culmination of their programme of study. Consequently, it is the last piece of work submitted. The length of the dissertation should be in the region of 20,000 words.

This module aims to support students carrying out and writing up a small-scale independent investigation focused on an aspect of SpLD education of their choice.

Through the course of their work for the dissertation, students should:

• Develop a critical understanding of research methodology and methods in education of SpLD students;

• Deploy and critically evaluate theoretical perspectives in relation to their chosen topic within SpLD;

• Gain skills in identifying and selecting appropriate source material including data from primary sources;

• Evaluate the strengths and limitations of research carried out by themselves and by other people;

• Produce an extended piece of writing with a clear structure and conceptual organisation which shows stylistic competence, and uses a conventional system of full and accurate referencing;

• Develop an in-depth understanding of their chosen aspect of education such that they can make an original contribution of existing knowledge in that area.

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