Professional development for specialist teachers and assessors of students with literacy difficulties/dyslexia: 'To learn how to assess and support children with dyslexia'

Sheena Bell

Research output: Contribution to JournalArticlepeer-review

Abstract

In this paper, the results of an investigation into the training needs and expectations of participants of professional development training for specialist teachers and assessors of learners with literacy difficulties and dyslexia are discussed and analysed. The methodology includes both qualitative and quantitative data which were collected over a period of 2 years from participants (N = 75) at the beginning of their courses of study. Current literature is reviewed, and an in-depth analysis of the findings illuminates the rationale and content of the available training. The author discusses these findings and demonstrates the importance of the training. The conclusions offer research-based reflections that are important to all those involved in the design and funding of this and future professional development
Original languageEnglish
Pages (from-to)104-113
Number of pages10
JournalJournal of Research in Special Educational Needs
Volume13
Issue number1
DOIs
Publication statusPublished - 1 Jan 2013

Keywords

  • Dyslexia
  • Literacy difficulties
  • Professional development
  • SpLD
  • Teacher training

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