Dyslexia Awareness — Ascentis Occupational Qualification Teaching & Education Revision

    This unit introduces the concept of dyslexia as a specific learning difficulty, explores diagnostic processes and typical indicators, and examines the wide

    Topic Synopsis

    This unit introduces the concept of dyslexia as a specific learning difficulty, explores diagnostic processes and typical indicators, and examines the wide-ranging effects on learning, self-esteem, and daily life. It equips learning support practitioners with practical strategies to remove barriers to learning and signpost individuals to authoritative sources of further information and support.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Dyslexia Awareness

    ASCENTIS
    vocational

    This unit introduces the concept of dyslexia as a specific learning difficulty, explores diagnostic processes and typical indicators, and examines the wide-ranging effects on learning, self-esteem, and daily life. It equips learning support practitioners with practical strategies to remove barriers to learning and signpost individuals to authoritative sources of further information and support.

    1
    Learning Outcomes
    4
    Assessment Guidance
    5
    Key Skills
    1
    Key Terms
    5
    Assessment Criteria

    Assessment criteria

    Ascentis Level 2 Certificate in Learning Support

    Topic Overview

    The Ascentis Level 2 Certificate in Learning Support is a vocationally-related qualification designed for individuals who wish to work as teaching assistants, learning support assistants, or in similar roles within educational settings. This qualification provides a foundational understanding of how to support children and young people's learning, development, and well-being in schools, colleges, or other learning environments. It covers essential topics such as understanding the roles and responsibilities of a learning support practitioner, promoting positive behaviour, and supporting inclusive practices.

    This qualification is particularly valuable because it equips learners with practical skills and knowledge that are directly applicable in the classroom. It emphasises the importance of working collaboratively with teachers, parents, and other professionals to create an effective learning environment. By completing this certificate, students gain a recognised credential that demonstrates their competence in supporting learners with diverse needs, including those with special educational needs and disabilities (SEND).

    Within the broader context of teaching and education, this certificate serves as a stepping stone for further professional development, such as progressing to a Level 3 qualification or specialising in areas like literacy, numeracy, or behaviour support. It aligns with the UK's professional standards for teaching assistants and is often a requirement for employment in schools. Understanding this qualification helps students appreciate the critical role learning support plays in raising achievement and fostering inclusive education.

    Key Concepts

    Core ideas you must understand for this topic

    • →Roles and responsibilities: Understanding the boundaries of the learning support role, including when to refer issues to the teacher or other professionals.
    • →Safeguarding and welfare: Knowing how to recognise signs of abuse or neglect and following school policies to ensure children's safety.
    • →Inclusive practice: Adapting support to meet the needs of all learners, including those with SEND, English as an additional language (EAL), or different learning styles.
    • →Behaviour management: Using positive strategies to promote good behaviour, such as setting clear expectations and using praise effectively.
    • →Assessment for learning: Supporting formative assessment by observing learners, providing feedback, and helping to track progress.

    Learning Objectives

    What you need to know and understand

    • Know what is meant by ‘dyslexia’., Know how dyslexia is diagnosed., Know how dyslexia can affect individuals., Know about ways to support the learning of individuals with dyslexia., Know about sources of information for individuals with dyslexia and those supporting them.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly defining dyslexia as a specific learning difficulty affecting phonological processing, with reference to the Rose definition.
    • Evidence should demonstrate knowledge of at least two formal diagnostic routes and the roles of specialist assessors or educational psychologists.
    • Look for practical examples of how dyslexia can impact literacy, organisation, memory, and emotional well-being across different educational settings.
    • Assess for identification of at least three evidence-based support strategies, such as multisensory teaching, assistive technology, and differentiated resources.
    • Expect reference to reputable information sources (e.g., British Dyslexia Association, local authority services) and an understanding of how to access them.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use specific terminology (e.g., phonological deficit, working memory) to show depth of understanding.
    • 💡Structure your assignment to address each learning objective explicitly, using subheadings.
    • 💡Include real-life examples or case studies to illustrate how support strategies are applied in practice.
    • 💡Reference official guidelines (e.g., Equality Act 2010, SEND Code of Practice) where relevant.
    • 💡When answering questions about roles and responsibilities, always refer to the school's policies and the importance of working within your remit. Mention confidentiality and data protection to show depth of understanding.
    • 💡For questions on inclusive practice, use specific examples such as differentiating resources, using visual aids, or providing one-to-one support. Examiners look for practical application of theory.
    • 💡In behaviour management questions, emphasise positive reinforcement and de-escalation techniques over punishment. Show awareness of the school's behaviour policy and the need for consistency.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing dyslexia with general learning difficulties or assuming it only affects reading.
    • Overlooking the emotional and social impact, focusing solely on academic challenges.
    • Believing that dyslexia can be cured, rather than managed with appropriate support.
    • Applying a one-size-fits-all support strategy without considering individual needs and co-occurring conditions.
    • Failing to verify the credibility of information sources, leading to reliance on non-evidence-based approaches.
    • Misconception: Learning support assistants are just 'helpers' who do not need to understand the curriculum. Correction: LSAs must have a solid grasp of the curriculum and pedagogical strategies to effectively scaffold learning and reinforce teacher instruction.
    • Misconception: Behaviour management is solely the teacher's responsibility. Correction: LSAs play a key role in implementing behaviour policies, modelling positive behaviour, and de-escalating situations, always within the framework set by the teacher.
    • Misconception: Supporting learners with SEND requires a medical diagnosis. Correction: Many learners with SEND do not have formal diagnoses; LSAs should focus on individual needs and use inclusive strategies rather than waiting for a label.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of the UK education system, including key stages and common terminology.
    • •Familiarity with child development theories, such as those by Piaget or Vygotsky, is helpful but not essential.
    • •Good communication skills and a willingness to work collaboratively with others.

    Key Terminology

    Essential terms to know

    • Know what is meant by ‘dyslexia’., Know how dyslexia is diagnosed., Know how dyslexia can affect individuals., Know about ways to support the learning of individuals with dyslexia., Know about sources of information for individuals with dyslexia and those supporting them.

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