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

    This subtopic focuses on the specialist skills required to plan, deliver, and evaluate individualised learning programmes for learners with dyslexia and ot

    Topic Synopsis

    This subtopic focuses on the specialist skills required to plan, deliver, and evaluate individualised learning programmes for learners with dyslexia and other specific learning differences, emphasising evidence-based, multisensory teaching approaches and the integration of assistive technologies. Practitioners must be able to interpret detailed assessment data to design targeted interventions that address literacy barriers and promote independent learning across different educational stages and settings.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Planning and teaching learning programmes for individuals with dyslexia and/or other specific learning differences and barriers to literacy

    GATEWAY QUALIFICATIONS LIMITED
    vocational

    This subtopic focuses on the specialist skills required to plan, deliver, and evaluate individualised learning programmes for learners with dyslexia and other specific learning differences, emphasising evidence-based, multisensory teaching approaches and the integration of assistive technologies. Practitioners must be able to interpret detailed assessment data to design targeted interventions that address literacy barriers and promote independent learning across different educational stages and settings.

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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 learning support practitioners. It equips you with the theoretical knowledge and practical skills to assess, diagnose, and teach learners with dyslexia and other specific learning differences (SpLDs) such as dyspraxia, dyscalculia, and ADHD. The diploma covers the full spectrum from understanding the neurobiological basis of SpLDs to designing individualised intervention programmes and conducting diagnostic assessments. It is a rigorous, evidence-based programme that aligns with the SpLD Assessment Standards Committee (SASC) requirements, enabling you to apply for an Assessment Practising Certificate upon completion.

    This qualification is critical because it addresses the unique needs of learners who face barriers to literacy, often in mainstream or specialist settings. You will learn to identify the subtle signs of SpLDs, differentiate them from other learning difficulties, and implement targeted teaching strategies that build on learners' strengths. The diploma also emphasises the social and emotional impact of literacy barriers, preparing you to support learners holistically. By mastering this content, you become a key player in inclusive education, helping to close the attainment gap and empower learners to achieve their potential.

    Within the wider subject of Learning Support, this diploma sits at the highest level of specialist knowledge. It builds on foundational understanding of special educational needs and disability (SEND) and moves into advanced assessment and intervention. It is ideal for those who already hold a Level 5 or equivalent qualification in teaching or SpLD and wish to specialise further. The qualification is recognised by employers, local authorities, and professional bodies, making it a valuable asset for career progression into roles such as SpLD assessor, specialist teacher, or inclusion manager.

    Key Concepts

    Core ideas you must understand for this topic

    • →Diagnostic Assessment: The process of using standardised tests (e.g., WRAT-5, TOWRE-2) and informal observations to identify specific learning differences, determine eligibility for access arrangements, and inform teaching plans. You must understand how to interpret scores, including percentiles and standard deviations, and write a comprehensive assessment report.
    • →Neurodiversity: The concept that neurological variations like dyslexia, dyspraxia, and ADHD are natural differences in human cognition, not deficits. This perspective underpins strengths-based teaching approaches and challenges deficit models. You need to apply this to create inclusive learning environments.
    • →Phonological Awareness and Multisensory Teaching: Core to literacy intervention, phonological awareness is the ability to recognise and manipulate sounds in words. Multisensory teaching (e.g., using visual, auditory, and kinaesthetic-tactile pathways) is evidence-based for dyslexic learners, as it strengthens neural connections through simultaneous engagement of multiple senses.
    • →Barriers to Literacy: These include not only decoding and spelling difficulties but also issues with working memory, processing speed, and executive function. Understanding how these barriers manifest (e.g., slow reading, poor handwriting, difficulty organising ideas) is essential for targeted support.
    • →Access Arrangements: Reasonable adjustments for exams, such as extra time, a reader, or a scribe, based on a diagnostic assessment. You must know the Joint Council for Qualifications (JCQ) regulations and how to justify arrangements through evidence of need.

    Learning Objectives

    What you need to know and understand

    • 1 Be able to plan lessons for individuals with dyslexia and/or other specific learning differences and barriers to literacy at different stages of education in one-to-one and/or group settings, based on previous background information and assessment data.2 Be able to communicate planned programmes and their implications to others involved in the education of individuals.3 Be able to deliver Special Educational Needs learning programmes.4 Be able to encourage individuals with dyslexia and/or other specific learning differences and barriers to literacy to learn independently.5 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 lesson planning that explicitly references cognitive and literacy assessment data to set individualised, measurable goals.
    • Look for evidence of effective communication with parents, teachers, and other professionals about the planned programme, including clear rationales for chosen strategies and expected outcomes.
    • Assess the ability to implement multi-sensory, structured teaching techniques that are explicitly linked to the learner's identified SpLD profile and barriers to literacy.
    • Credit should be given for embedding strategies that foster metacognition, self-advocacy, and independent learning skills, such as teaching learners to use specific assistive tools autonomously.
    • Evaluate competency in using a range of assistive and contextual technologies, ensuring they are integrated meaningfully into sessions to remove barriers and enhance learning.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡For assessment tasks, always reference how you used initial and ongoing assessment data to tailor the programme, and provide concrete examples of adapted resources.
    • 💡When writing reflective accounts, critically evaluate the effectiveness of communication strategies with others, and suggest improvements based on feedback.
    • 💡In teaching observations, clearly signpost the multisensory structure of your session and explain how each element addresses a specific barrier to literacy.
    • 💡Document moments where you explicitly taught learners how to use assistive technology independently, and evaluate the impact on their self-reliance and progress.
    • 💡When writing assessment reports, always link your findings directly to the JCQ criteria for access arrangements. Examiners look for clear evidence of a significant and long-term difficulty that has a substantial adverse effect on exam performance. Use specific test scores and examples from the learner's history to justify each recommendation.
    • 💡In your teaching portfolio, demonstrate how you have differentiated instruction for a learner with SpLD. Show that you can plan lessons that incorporate multisensory techniques, chunking of information, and regular review. Include reflections on what worked and why, linking to theories like the Orton-Gillingham approach or the principles of Universal Design for Learning (UDL).
    • 💡For the assessment component, practice interpreting test profiles that show discrepancies between cognitive ability and attainment. Examiners value your ability to explain why a learner might have average verbal comprehension but low reading fluency. Use terms like 'specific learning difficulty' correctly and avoid overgeneralising.

    Common Mistakes

    Common errors to avoid in your coursework

    • Failing to link lesson objectives directly to the individual's specific assessment profile, leading to generic rather than targeted interventions.
    • Overlooking the importance of multisensory principles; relying too heavily on verbal instruction without incorporating visual, auditory, and kinaesthetic-tactile elements.
    • Not adequately communicating the rationale and content of the programme to all stakeholders, which can result in inconsistent support across environments.
    • Assuming learners will automatically transfer taught strategies to independent contexts without explicit modeling and guided practice of self-regulation techniques.
    • Selecting assistive technology based on availability rather than matching the tool to the learner's specific needs and the demands of the curriculum.
    • Misconception: Dyslexia is just about reading letters backwards. Correction: Dyslexia primarily involves difficulties with phonological processing, which affects decoding, spelling, and sometimes reading comprehension. Reversing letters is a common but not universal symptom, and it can occur in other SpLDs too.
    • Misconception: A single test can diagnose dyslexia. Correction: Diagnosis requires a comprehensive assessment using multiple standardised tests, background information, and observation. No single test is sufficient; you must triangulate data from various sources to rule out other causes and confirm a profile consistent with dyslexia.
    • Misconception: Multisensory teaching is only for young children. Correction: Multisensory approaches are effective across all ages, including adults. The key is to adapt the methods to the learner's developmental level and needs, using age-appropriate materials and contexts.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A Level 5 or above teaching qualification (e.g., PGCE, CertEd) or equivalent professional experience in education or learning support.
    • •Foundational knowledge of special educational needs and disability (SEND) legislation, including the Equality Act 2010 and the SEND Code of Practice.
    • •Basic understanding of literacy development and common reading/spelling difficulties, such as phonics and comprehension skills.

    Key Terminology

    Essential terms to know

    • 1 Be able to plan lessons for individuals with dyslexia and/or other specific learning differences and barriers to literacy at different stages of education in one-to-one and/or group settings, based on previous background information and assessment data.2 Be able to communicate planned programmes and their implications to others involved in the education of individuals.3 Be able to deliver Special Educational Needs learning programmes.4 Be able to encourage individuals with dyslexia and/or other specific learning differences and barriers to literacy to learn independently.5 Be able to demonstrate competency in teaching using a range of assistive and contextual technology.

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