Evaluation of teaching and learning programmes for individuals with dyslexia and/or other specific learning differences — Gateway Qualifications Limited Other Life Skills Qualification Learning Support Revision

    This element equips specialist educators with the analytical skills to critically evaluate bespoke teaching programmes for learners with dyslexia and speci

    Topic Synopsis

    This element equips specialist educators with the analytical skills to critically evaluate bespoke teaching programmes for learners with dyslexia and specific learning differences across educational phases. It centres on a cyclical process of using qualitative and quantitative data to refine structured, multisensory interventions, ensuring alignment with individualised targets and specialist assessment recommendations. Practitioners learn to appraise situational, cognitive, and environmental factors while fostering collaborative review with learners, parents, and multidisciplinary teams to drive sustained progress.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Evaluation of teaching and learning programmes for individuals with dyslexia and/or other specific learning differences

    GATEWAY QUALIFICATIONS LIMITED
    vocational

    This element equips specialist educators with the analytical skills to critically evaluate bespoke teaching programmes for learners with dyslexia and specific learning differences across educational phases. It centres on a cyclical process of using qualitative and quantitative data to refine structured, multisensory interventions, ensuring alignment with individualised targets and specialist assessment recommendations. Practitioners learn to appraise situational, cognitive, and environmental factors while fostering collaborative review with learners, parents, and multidisciplinary teams to drive sustained progress.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
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    Assessment Criteria

    Assessment criteria

    Gateway Qualifications Level 7 Diploma in Assessing and Teaching Learners with Dyslexia, Specific Learning Differences and Barriers to Literacy

    Topic Overview

    The Gateway Qualifications Level 7 Diploma in Assessing and Teaching Learners with Dyslexia, Specific Learning Differences and Barriers to Literacy is an advanced professional qualification designed for educators, specialist teachers, and assessors who wish to deepen their expertise in supporting learners with dyslexia and other specific learning differences (SpLDs). This diploma focuses on the theoretical underpinnings of dyslexia, including cognitive and neurological perspectives, alongside practical assessment and teaching strategies. It covers a range of SpLDs such as dyspraxia, dyscalculia, and ADHD, emphasising the importance of a holistic, person-centred approach. The qualification is aligned with the SpLD Assessment Standards Committee (SASC) guidelines, ensuring that graduates are equipped to conduct diagnostic assessments and provide evidence-based interventions.

    This diploma is critical for professionals working in primary, secondary, further education, or private practice, as it bridges the gap between theory and practice. It addresses the legal and ethical frameworks surrounding SpLD provision, including the Equality Act 2010 and the SEND Code of Practice. By completing this qualification, you will be able to identify barriers to literacy, design individualised learning plans, and use a range of assessment tools to diagnose dyslexia and related differences. The course also explores the impact of SpLDs on emotional well-being and self-esteem, preparing you to support learners holistically. Ultimately, this diploma empowers you to become a confident, reflective practitioner capable of making a tangible difference in learners' lives.

    Within the broader context of Learning Support, this qualification sits at the highest level of specialist practice. It builds on foundational knowledge of inclusive education and special educational needs, enabling you to take on leadership roles in assessment and intervention. The diploma is recognised by professional bodies such as the British Dyslexia Association (BDA) and can lead to Approved Teacher Status (ATS) or Associate Membership of the BDA. By mastering the content of this diploma, you will not only enhance your career prospects but also contribute to a more inclusive educational landscape where every learner can thrive.

    Key Concepts

    Core ideas you must understand for this topic

    • →Phonological deficit hypothesis: The theory that dyslexia primarily stems from difficulties in processing and manipulating the sounds of spoken language, affecting reading and spelling development.
    • →Multi-sensory structured language (MSL) teaching: An evidence-based approach that engages visual, auditory, and kinaesthetic-tactile pathways simultaneously to reinforce learning, particularly for phonics and spelling.
    • →Diagnostic assessment: The process of using standardised tests (e.g., WRAT-5, CTOPP-2) and informal observations to identify specific cognitive strengths and weaknesses, leading to a formal diagnosis of dyslexia or other SpLDs.
    • →Co-occurrence of SpLDs: The common overlap between dyslexia, dyspraxia, dyscalculia, ADHD, and other differences, requiring a comprehensive assessment approach that considers multiple areas of difficulty.
    • →Metacognition and self-advocacy: Teaching learners to understand their own learning profiles, develop strategies for independent study, and communicate their needs effectively to educators and employers.

    Learning Objectives

    What you need to know and understand

    • 1. Be able to evaluate own lessons for individuals with dyslexia and/or other specific learning difficulties at different stages of education in one- to-one and/or group settings.2. Be able to evaluate the progress of individuals with dyslexia and/ or other specific learning differences at different stages of education against programme targets.3. Understand factors influencing the outcomes of teaching and learning programmes for individuals with dyslexia and/ or other specific learning differences at different stages of education.4. Be able to use evaluation to inform subsequent teaching and learning programmes for individuals with dyslexia/specific learning difficulties at different stages of education.5. Understand the content and importance of assessments by specialist educators.6. Be able to communicate the skills, roles and responsibilities of others involved in the education of individuals and/or other specific learning differences in current/chosen setting, including parents.7. Be able to demonstrate competency in teaching using a range of assistive and contextual technology.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating systematic self-reflection on a recorded one-to-one or group session, clearly linking observed learner behaviours to specific SpLD profiles and justifying in-the-moment adjustments.
    • Award credit for presenting a detailed case study that maps longitudinal progress data (e.g., standardised scores, running records) against programme targets, with critical analysis of discrepancies and their potential causes.
    • Award credit for producing a written evaluation that integrates insights from specialist diagnostic reports to revise subsequent planning, showing explicit connections between assessment findings, lesson design, and resource selection.
    • Award credit for evidencing effective partnership working by including documented communications with parents/carers and other professionals, demonstrating how their feedback shaped programme evaluation and next steps.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Anchor your evaluation narrative in established frameworks (e.g., the BDA Code of Practice, MESH Guide for SpLD) to demonstrate criticality and professional accountability.
    • 💡Curate a portfolio that explicitly shows the evaluation cycle: include annotated lesson plans, before-and-after learner work samples, assessment data tables, and reflective notes on technology use.
    • 💡When demonstrating assistive technology competency, provide a brief video commentary highlighting the rationale for each tool chosen and its measurable impact on the learner’s engagement and output.
    • 💡When writing about assessment, always link your choice of test to the specific difficulty you are investigating. For example, if you suspect a phonological deficit, justify using the CTOPP-2 over a general reading test. Examiners look for evidence of clinical reasoning.
    • 💡In your teaching plans, demonstrate how you differentiate for individual learners. Avoid generic 'one-size-fits-all' strategies. Instead, show how you adapt MSL techniques based on the learner's age, strengths, and co-occurring difficulties. Use specific examples from your case studies.
    • 💡Make sure you reference current legislation and professional guidelines, such as the SASC criteria for diagnostic assessments. Mentioning the Equality Act 2010 and the SEND Code of Practice shows you understand the legal context of your role. This can earn you additional marks in ethics and professional practice questions.

    Common Mistakes

    Common errors to avoid in your coursework

    • Evaluating lessons superficially without referencing the learner’s cognitive and literacy profile, leading to generic feedback that lacks diagnostic precision.
    • Attributing progress or lack thereof solely to teaching methods, while ignoring contextual barriers such as technology access, attendance, or emotional factors like anxiety.
    • Over-reliance on subjective judgement when evaluating progress, instead of triangulating with objective measures from specialist assessments (e.g., percentile ranks, reading accuracy).
    • Failing to close the evaluation loop by neglecting to use findings to inform immediate, actionable changes to the next teaching session.
    • Misconception: Dyslexia is solely a visual problem involving letter reversals. Correction: While some learners may reverse letters, dyslexia is primarily a phonological processing difficulty affecting decoding, spelling, and fluency, not a vision problem.
    • Misconception: A diagnosis of dyslexia is only possible after a child has failed to learn to read. Correction: Early identification is possible through screening tools and assessment of phonological awareness, even before formal reading instruction begins. Waiting for failure can delay crucial intervention.
    • Misconception: Multi-sensory teaching is just using different coloured pens or fancy resources. Correction: True MSL teaching involves structured, cumulative, and explicit instruction that simultaneously engages multiple senses (e.g., tracing letters in sand while saying the sound). It is a systematic approach, not a collection of gimmicks.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A recognised teaching qualification (e.g., QTS, PGCE, or equivalent) and experience working with learners with special educational needs.
    • •A Level 5 or 6 qualification in SpLD or dyslexia (e.g., the Gateway Qualifications Level 5 Certificate in Dyslexia) or equivalent knowledge of the foundations of dyslexia and inclusive teaching.
    • •Understanding of basic psychological principles related to learning, such as memory, attention, and motivation, as these are built upon in the diploma.

    Key Terminology

    Essential terms to know

    • 1. Be able to evaluate own lessons for individuals with dyslexia and/or other specific learning difficulties at different stages of education in one- to-one and/or group settings.2. Be able to evaluate the progress of individuals with dyslexia and/ or other specific learning differences at different stages of education against programme targets.3. Understand factors influencing the outcomes of teaching and learning programmes for individuals with dyslexia and/ or other specific learning differences at different stages of education.4. Be able to use evaluation to inform subsequent teaching and learning programmes for individuals with dyslexia/specific learning difficulties at different stages of education.5. Understand the content and importance of assessments by specialist educators.6. Be able to communicate the skills, roles and responsibilities of others involved in the education of individuals and/or other specific learning differences in current/chosen setting, including parents.7. Be able to demonstrate competency in teaching using a range of assistive and contextual technology.

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