DYX 403 Assessment 3 Brief Page 1 of 7
| ASSESSMENT 3 BRIEF | |
| Subject Code and Title | DYX403: Dyslexia |
| Assessment | Case study |
| Individual/Group | Individual |
| Length | 2000 words |
| Learning Outcomes | a) Identify and describe educational experiences associated with dyslexia and associated learning differences. b) Describe features of a ‘dyslexia friendly’ school where inclusive educational practices support individuals with dyslexia and the identified associated learning differences c) Analyse historical and contemporary challenges and practices for supporting individuals with dyslexic learning differences, and their family/carers. d) Examine the secondary impact of dyslexia, psychosocial and emotional development, and the wider influences on the shaping of dyslexia ‘selfidentity’. e) Identify and describe the range of additional supports an individual with dyslexic learning differences, and their carer, needs in education. |
| Submission | By 11:55pm AEST/AEDT Sunday of Module 6.1 (week 11) |
| Weighting | 40 % |
| Total Marks | 100 marks |
Assessment Task
This assessment will prepare you for making judgements about specific literacy needs,
and that through recognised effective teaching programmes, will address the needs of
the student with dyslexia and dyslexic-type learning needs.
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Context:
This assessment task will require you to think critically about the specific difficulties and
needs of the dyslexic student. It requires you to identify the needs of a student in a
vignette provided.
Through a case study format, you will identify areas of specific need, and plan an
intervention programme to address specific literacy skill deficits that are reported in the
vignette.
The format for this assessment prepares you for identifying specific needs and devising
an appropriate response intervention and underpinned by evidence-based studies that
have been shown to be effective with the dyslexic learner.
Instructions:
You are required to use the information presented in the vignette to construct a case
study that will identify the strengths and weaknesses of Alex, age 11 years 7months, a
student who will shortly be making the transition to High School.
• From the information given, and applying what you have learned on this course,
what indicators of dyslexia are present, what are his immediate needs and what
support, or scaffolding would you recommend that would be advantageous to this
student?
• In your case-study, make recommendations about the appropriate intervention Alex
would benefit from. Refer to the Rose Review (2009) or Greg Brooks (2016) both
reports offer guidance on what works for children and young people with dyslexia
and literacy difficulties.
• Make recommendations also as to what could be done to improve self-esteem and
motivate Alex. Cite references that address research into the negative aspects of
dyslexia, as well as drawing upon a range of different modalities to allow Alex to
demonstrate his knowledge and understanding without producing an excessive
amount of writing.
• Structure your case study using the following headings:
Introduction: or background information about the student e.g. age/gender/Grade
or Year group. Brief developmental history and outline initial difficulties
Reported Learning difficulties: summarise the difficulties that the student
reportedly has with oral language, literacy skills, and self-esteem
Strengths and Interests: summarise reported strengths.
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Recommended action: what actions would you take to begin working with the student?
Testing? Referral? Involve other professionals e.g. Psychologist/speech therapist other?
Check hearing and vision?
Reading and Spelling Intervention plan: what programme would you develop or
addressing the student’s literacy difficulties? Would you use a specific programme?
(e.g. Lexia on-line?) Structure your plan around specific skill areas. What would be
your shorter-term objectives/longer terms objectives?
Time Scale: How long would your proposed plan last? How many sessions? One to
one?
/small group? How would you establish a baseline of skills at the entry point onto this
programme? How would you examine progress made at the end of the intervention
programme?
Try to suggest ways that you could address the self-esteem issues and raise confidence
levels that the student requires. What resources would you employ to work with the
student that would be age appropriate? In your recommendations, take all factors into
account. Important too is the student’s approach, and the parent’s involvement/home
school relationships.
Summary In your summary make recommendations for the school that the student
attends. This section should take into account of initiatives such as the ‘dyslexic friendly’
schools;’ the Disability Standards in Education (DSE) and look at responsibility’s teachers
have to meet this student’s needs. Would he be a subject of the National Consistent
Collection of Data (NCCD)? What ‘reasonable adjustments’ would you recommend?
Referencing
It is essential that you use appropriate APA style for citing and referencing research.
Please see more information on referencing in the Academic Skills webpage.
Submission Instructions
Submit your assignment via the Assessment link in the main navigation menu in DYX 403
Dyslexia. The learning facilitator will provide feedback via the grade centre in the LMS
portal. Feedback can be viewed in My Grades
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Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is
appropriately referenced and academically written according to the Academic
Writing Guide. Students also need to have read and be aware of Torrens University
Australia Academic Integrity Policy and Procedure and subsequent penalties for
academic misconduct. These are viewable online.
Students also must keep a copy of all submitted material and any assessment drafts.
Special Consideration
To apply for special consideration for a modification to an assessment or exam due
to unexpected or extenuating circumstances, please consult the Assessment Policy
for Higher Education Coursework and ELICOS and, if applicable to your circumstance,
submit a completed Application for Assessment Special Consideration Form to your
Learning Facilitator.
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| Assessment Attributes |
Fail (Unacceptable) | Pass (Functional) |
Credit (Proficient) | Distinction (Advanced) | High Distinction (Exceptional) |
| Grade Description (Grading Scheme) |
Evidence of unsatisfactory achievement of one or more of the learning objectives of the course, insufficient understanding of the course content and/or unsatisfactory level of skill development. |
Evidence of satisfactory achievement of course learning objectives, the development of relevant skills to a competent level, and adequate interpretation and critical analysis skills. |
Evidence of a good level of understanding, knowledge and skill development in relation to the content of the course or work of a superior quality on the majority of the learning objectives of the course. Demonstration of a high level of interpretation and critical analysis skills. |
Evidence of a high level of achievement of the learning objectives of the course demonstrated in such areas as interpretation and critical analysis, logical argument, use of methodology and communication skills. |
Evidence of an exceptional level of achievement of learning objectives across the entire content of the course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills. |
| Evidence of Knowledge and understanding of key concepts 30% |
Conceptual knowledge Limited understanding of required key concepts and knowledge about biological components of dyslexia Participant makes no or very few links between their personal reflections and other forms of evidence. No |
Theoretical Knowledge This response identifies educational experiences and support needs of the individual with dyslexia. Participant attempts to make links between their knowledge; some evidence but not very clear and cites a limited range of supporting evidence. |
Pedagogical knowledge The response demonstrates an in-depth understanding of contemporary pedagogy and inclusive practices in education for the learner with dyslexia. Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. |
Analysis & synthesis skills The response demonstrates a high order analysis of how dyslexia impacts developmentally, and the evolution of educational practices in dyslexia. Information, arguments and evidence are very well presented; the presentation is logical, |
Comprehensive reflection Clear coverage of dyslexia that integrates the importance of lived experience. Shows high level of understanding within the context of learning experiences and associate key issues specific to dyslexia |
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| meaningful use of evidence. |
clear and well supported by evidence. |
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| Critical reflection 20% |
Limited attempt to reflect on areas of need or identify key issues essential in an appropriate intervention programme (e.g. multisensory teaching) |
The response demonstrates a capacity to critique and analyse reasons for the current views about dyslexia and support in education. |
The use of critical analysis of contemporary pedagogy and practices in relation to the person-centred approach. Shows a knowledge of what intervention schemes have been used in an attempt to boost the reading, spelling or overall writing attainment of dyslexic children |
Uses the person-centred approach, a thorough demonstration of the support approaches that remove barriers to inclusion in school for an individual with dyslexia. |
Specific approach is presented imaginatively and accurately taking in to account the complexity of key issues in education and dyslexia. |
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| Capacity to apply a personcentredapproach 30% |
Does not show consideration of other’s approach. Views of others not represented or considered. |
The relationship between the shift of the student understandings about education and dyslexia is demonstrated through the lens of the personcentredapproach. |
Shows clear understanding and needs for the views of others, required in any effective, inclusive teaching practices for the student with dyslexia. |
The response demonstrates a highly developed capacity to integrate personcentred approach with contemporary inclusive pedagogy. |
The reflection demonstrates a creative, innovative synthesis of ideas. The intuitive learning needs of the individual have been considered |
| Academic conventions 20% |
Incorrect use of referencing and in-text citation Conventions of APA have not been followed |
The response is written according to academic genre. Demonstrates a consistent use of credible and relevant research sources to support ideas, however these are not always well developed. |
Case study is well-written and adheres to the academi genre (e.g. with introduction conclusion or summary). Demonstrates consistent use of good quality, credible and relevant research sources to support and develop ideas. |
Is very well-written casec study and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of independent reading beyond the recommended or key reading texts .. |
Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of high quality, credible and relevant research sources pertinent to the topic of dyslexia, to support and develop appropriate an argument and statements that shows evidence of reading beyond the key texts. There are no mistakes with APA |
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