Advanced Diploma in Education in Remedial Education
Education, Training and Development - Schooling
Purpose and Rationale
Purpose:
The purpose of the Advanced Diploma in Education in Remedial Education is to prepare teachers with theoretical knowledge and practical skills to develop as remedial teachers and learning support specialists. Students will acquire specialised competence and evidence-based practices in the pedagogy and didactics of remedial education.
Rationale:
There is a high demand for teachers with specialised knowledge around remedial teaching due to the prevalence of learners facing difficulties in language acquisition, learning, literacy, and numeracy. The program targets practicing teachers in primary or high schools to enhance their skills in supporting pupils with scholastic challenges. With the rise of Inclusive Education, teachers need additional skills to assess, diagnose, and support learners with mild to moderate scholastic, language, and learning problems.
The Advanced Diploma will enable teachers to design, implement, and report on learning support plans, differentiate curricula, and adapt classroom practices for learners with specific needs. It addresses the lack of education in supporting learners struggling with the language of instruction or facing reading, spelling, writing, and mathematics difficulties.
Teachers will learn to diagnose deficiencies, create intervention plans, enrich language experiences, and collaborate with multidisciplinary teams and parents. Graduates will benefit society by providing necessary support and remediation to children with learning difficulties while maintaining ethical conduct and professional relationships with parents and other professionals.
Outcomes
- Demonstrate sound theoretical knowledge of the pedagogy of remedial education.
- Demonstrate practical competence in diagnosing scholastic learning difficulties### designing and implementing remedial intervention support plans### reporting on assessments and interventions### collaborating with parents, teachers and multi-disciplinary teams.
- Apply appropriate and adaptable professional skills and judgement in evaluating appropriate and effective curriculum differentiation and adapted classroom practices which allow for remedial education to be promoted in classrooms.
- Demonstrate a capacity to critically analyse relevant remedial and support materials, resources and practices, in the light of a conceptual understanding of the specialist area of remedial education.
- Demonstrate understanding of the world as a set of related systems by taking the holistic approach in managing learners within their bio-socio-ecological contexts.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Demonstrate basic linguistics, language acquisition, emergent literacy, orthography, learning disability, diagnostic assessment principles, learning support, and parental involvement in supporting learning disability.
- Identify and solve problems when working with pupils exhibiting language, learning, literacy, and numeracy difficulties.
- Identify learner deficits, assess them, and design/implement remedial programs.
Associated Assessment Criteria for Exit Level Outcome 2:
- Demonstrate teamwork by collaborating with classroom teachers, parents, and members of multi-disciplinary teams.
- Self-organize when working closely with teachers, the School Based Support Team, learners, and parents.
Associated Assessment Criteria for Exit Level Outcome 3:
- Successfully complete assignments and practical remedial work.
- Communicate effectively by negotiating practical remedial work, consulting with parents and therapists, writing remedial diagnostic reports and assignments, and using technology for communication.
Associated Assessment Criteria for Exit Level Outcome 4:
- Utilize technology to access theoretical aspects of the curriculum, such as online programs from Dyslexia International.
Associated Assessment Criteria for Exit Level Outcome 5:
- Demonstrate commitment to high ethical standards in remedial education practice through collaboration with stakeholders, ethical report writing, and continuous professional improvement.
Integrated Assessment:
- Formative assessment supports teaching, learning, and provides feedback.
- Summative assessments judge students' competence in relation to module outcomes.
- Assessment analysis ensures questions align with cognitive levels.
- Minimum of three summative assessment opportunities per semester module and at least seven per year module.
- One substantial summative assessment opportunity towards the end of a module, weighted at least 50% but not more than 60% of the final mark.
Qualification Details
- Type
- Advanced Diploma
- NQF Level
- 07
- Min. Credits
- 120
- SAQA Source
- More Information
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.