Dyscalculia and Mathematical Learning Difficulties: Identification and Intervention
Level 3 and Level 5 Certificate inA Practical and Pragmatic Teacher Training Course.
Thank you for your expression of interest in these courses. We have designed the content so that you have the option to follow either the Level 3 programme or the Level 5 programme.
The course is in 3 parts. Parts 1 and 2 are common to both Level 3 and Level 5 Part 3 is for Level 5 students only.
You can register for Level 3 and then add on the Level 5 content at a later date if you so wish.
Successful Level 5 participants will gain accreditation from the Dyscalculia Association as Specialist Dyscalculia Teachers.
The course was developed by the Dyscalculia Association in 2018. The Dyscalculia Association was set up by Professor Steve Chinn and Judy Hornigold to promote understanding of dyscalculia and to provide specialist training for teachers. Between them, Steve and Judy have over 80 years of teaching experience working in a variety of academic disciplines, including SEN / Inclusion, Dyslexia, Dyscalculia, Leadership and Management, educational research and professional development.
The course is an online course with live (via Zoom) support sessions offered on a monthly basis.
Course Tutors
Dr Steve Chinn
PhD, FRSA, AMBDA
mathsexplained.co.uk
Judy Hornigold
BSc, PGCSpE, FHEA, AMBDA
Aims
Who is the course for?
The course is aimed at
• Teachers and Teaching Assistants
• Maths Tutors
• SENCOs
• Dyslexia Specialists
- To enable participants to develop and deepen their knowledge of Dyscalculia/Maths Learning difficulties
- To explore the screening and assessment for. learners with dyscalculia and maths learning difficulties
- To enable participants to understand the
potential impact of maths difficulties and
dyscalculia on well-being and self esteem - To examine the potential barriers to learning, including the ways in which teachers themselves may contribute to the difficulties experienced by individuals with dyscalculia/maths learning difficulties
Programme Delivery
Online
Level 5
16 Modules (Level 5)
Programme Rationale and Philosophy
The rationale and philosophy of the programme emphasises the key relationship between identification of need, planning of specific tailored intervention and evaluation of the effectiveness of such intervention. The programme has been designed to enable participants to have the professional attributes, skills, knowledge, attitudes and confidence necessary to act as a specialist teacher for dyscalculia in line with the current inclusion debate. It is strongly rooted in effective practice with the focus on improving the provision available for dyscalculic learners.
The programme will examine many areas including:
• Current research into dyscalculia
• Identification of dyscalculia and maths
learning difficulties
• Potential barriers to learning
• A range of appropriate intervention
strategies and teaching approaches
• Effective lesson planning
• The affective domain and the impact of
maths anxiety
Programme Cost
Level 3 UK
£790
inc VAT
Level 3 International
£659
Individual Direct Debit options UK only Level 3
£132 per month
inc VAT 6 Monthly payments Total payment £792
Level 5 UK
£1890
inc VAT
Level 5 International
£1575
6 Individual Direct Debit options UK only Level 5
£316 per month
inc VAT 6 Monthly payments Total payment £1896
Top up Level 3 to Level 5 UK
£1100
inc VAT
Top up Level 3 to Level 5
International
£917
Assignments
During the course, once certain sessions have been completed you will be required to submit practicum tasks. These are detailed below:
- Practicum Task 1
- Practicum Task 2
- Practicum Task 3
- Practicum Task 4
- Practicum Task 5 (Level 5 only)
- Final Assignment (Level 5 only)
Discuss and define maths anxiety in terms of negative effect it can have on learning maths and also explaining the different causes of maths anxiety. Describe three case studies where you have experienced this with your learners, what intervention(s) you tried and appraise the effectiveness of these interventions. Draw on the course materials and any wider reading you have done to reference your assignment.
(Suggested word count 1000-1500 words)
Evaluate the importance of fact retrieval in maths and analyse the impact of poor fact retrieval, including slow retrieval and inaccurate recall.
If available, provide and analyse any data on the extent of this issue for your students.
Explore, through three case studies, the impact of poor fact retrieval on their maths attainment and detail the strategies that you or your setting have put in place to support these learners.
Evaluate and reflect on the effectiveness of these interventions and whether more strategies could be put in place. Reference your assignment from the course materials and your wider reading.
(Suggested word count 1000-1500 words)
Evaluate the effectiveness of the Maths Mastery approach to teaching maths, ( Singapore Maths). Detail the research that it is based upon and the core competencies involved . Critically reflect on how effective this approach can be for learners with maths difficulty and how it supports acquisition of basic number concepts .
Reference your assignment with articles from the course materials and your own wider reading and research.
(Suggested word count 1000-1500 words)
Evaluate a range of teaching approaches that can be used when supporting learners with maths difficulties and dyscalculia, for example, Professor Sharma’s three key components of language , concept and procedure, and his six levels of learning, the CPA approach, precision teaching, the use of manipulatives and any other approaches that you have used.
(Suggested word count 1000-1500 words)
Explain how neuro-diversities such as dyslexia, dyspraxia and ADHD can impact on the learning of maths. Consider the impact of the co-occurrence of these neuro-diversities and explore strategies that can be put in place to support these learners.
Explore how we can modify the learning environment to support these learners. Reference your assignment with research from the course materials and your own wider reading.
(Suggested word count 1000-1500 words)
The essay should be critical evaluation of and reflection on the lessons that you have delivered.
Covering the following:
The nature of dyscalculia and general maths difficulties,
referencing this to current research where appropriate.
Why you chose the learner that you have worked with and what difficulties in Maths they are displaying.
The rationale behind your intervention and lesson structure/content.
Reflection on how successful you feel the intervention has been. Is there anything that you would have changed – what worked well and what didn’t work?
How has the course impacted on your teaching practice and what will be your next steps on terms of working with learners with maths difficulties and dyscalculia.
Participant Responsibilities
Participants are expected to engage with all the online content and to complete the activities and assessments detailed in the course materials.
The course will have various start dates throughout the year with the first cohort having started in July 2020.
New cohorts will be starting at the beginning of August, September and October. Thereafter the start dates will depend on demand.
Level 5 participants will have 12 months from the commencement of the course to submit their final assignment.
Level 3 participants will have 6 months from the commencement of the course to submit their final assignment.
You can also complete the course in a shorter time frame if you prefer.
If you are undertaking the Level 5 course you will need to have a current DBS certificate.
If your circumstances change and you need extra time, this can be arranged via discussion with Steve and Judy.
Qualification
Participants who have completed the Level 5 certificate will be accredited as specialist dyscalculia teachers by the Dyscalculia Association.
Declaration – Please note that by completing and submitting an application form you are agreeing to the following:
- I understand that failure to pay the course fee or to maintain the direct debit payments may lead to the course content being blocked.
- I accept that if I withdraw from the course, or request any changes, after being invoiced and enrolled I will incur an admin fee of £125.
- I accept that at the end of the course to receive my OCN certificate I will pay an admin fee £58+ VAT
- I agree that I will not reproduce any part of the course without written permission.
- I understand that the course curriculum may be changed and/or updated periodically
- I confirm that the work that I produce will be my own and any sources I have used will be clearly referenced
Dyscalculia Association Contact details
Prof Steve Chinn PhD FRSA AMBDA
stevechinn.co.uk mathexplained.co.uk
Judy Hornigold BSc PGCSpE FHEA AMBDA
judyhornigold.co.uk judy@judyhornigold.co.uk
Course administration And Technical Support SEND Group LTD
hello@sendgroup.co.uk
Data Protection
By completing this form, you are agreeing for us to administer your booking and where necessary share your information internally within the Dyscalculia Association, SEND Group and OCN London
We will not pass your information on to any organisation external to the Dyscalculia Association, SEND Group or OCN London
If you need any further information, please contact judy@judyhornigold.co.uk