R 500

Please note: This is the registration/ administration fee for your application to do the course. 

This part-time course, offered over a 24 month period can be taken by module or as a full course.  The course provides teachers, therapists, psychologists, and administrators with a deep understanding of how reading develops and provides evidence-based methods for teaching reading. Participants will be taught screening and intervention methods with school-aged learners who have reading difficulties or dyslexia.  

The course in 2021 will be offered online with live teaching sessions/ lecutres. 

Modular option

The course is offered in three distinct modules. Enrol and pay for each module separately, enjoying the flexibility to determine your own exit point whilst retaining the option to return to the course at a later date.

Please note:

  • each module is a prerequisite for the next;
  • delegates can take a maximum limit of two years between modules

Tutoring for profiling and intervention is included in the course fee.  Students are expected to purchase textbooks estimated at R 5 000.00. There is an option to register with BDA is at your own cost (estimated at UK 90 pounds).

Course Recognition

Bellavista S.H.A.R.E has trained in excess of 180 post-graduate professionals since its inception, including members of the school’s own staff, in the specialist area of literacy and dyslexia.

  • The Health Professionals Council of South Africa (HPCSA) awards 60 CEU (Level 2) points;
  • The South African Council of Educators (SACE) awards 45 CPTD.
  • The course is accredited by the British Dyslexia Association (BDA).

Beyond training others, Bellavista S.H.A.R.E contributes to research in theory and practice around the subject of dyslexia and is affiliated with universities in South Africa and abroad.

Course Outcomes

On completion of this course, students will:

  1. Have knowledge of the “reading brain”, understand reading difficulties, dyslexia, causation and indicators of risk for dyslexia;
  2. Access evidence-based methodologies for teaching reading and effective classroom and small group teaching strategies for phonological awareness, phonics, fluency, vocabulary development, comprehension, spelling, and writing;
  3. Deploy practices for dyslexia-friendly classrooms, schools, and use of accommodations;
  4. Have knowledge of levels of assessing & ethics of profiling learners’ reading difficulties or risk for dyslexia;
  5. Be able to select appropriate tools and processes for screening and assessing;
  6. Develop and use informal tools and administer a selective battery of standardized tests;
  7. Administer, interpret raw data, write a report and feedback to parents, teachers, and learners, using the selected batteries;
  8. Incorporate principles and practices of structured, systematic programmes with an individual and/or  small group of learners;
  9. Plan, develop resources and facilitate lessons;
  10. Adjust lessons based on learner progress and own reflections.

Assessment of Outcomes

For successful completion of the course, students will:

  • Complete an assignment on the theory of reading, dyslexia and its implications for identification and screening (2000 – 2500 words);
  • Conduct a case study with one learner and/or small group of learners,  including the profiling of literacy difficulties and risk for dyslexia, develop lesson plans, and then deliver 20 hours of intervention. The entire case study will be supervised by a tutor, who will guide the process;
  • Complete a reflective assignment on the case study (2000 – 2500 words).

Admission Requirements

  1. A professional qualification;
  2. A minimum of three (3) years of educational or therapeutic experience, ideally in an educational context.

Course Presentation

The content, assessment, cost, and duration of both courses are similar. 

  • Module 1 commences in February 2021;
  • Module 2 in May 2021; and,
  • Module 3 in August 2021.

  • The intervention starts in 2022, with the option of facilitating these through direct contact or virtually.