University of Chester

Programme Specification
Dyslexia Research and Practice PGCert
2016 - 2017

Postgraduate Certificate

Dyslexia Research and Practice

Dyslexia Research and Practice

University of Chester

University of Chester, Faculty of Education and Children's Services

University of Chester campuses; educational and professional settings.

Postgraduate (Taught)

Part-time

Classroom / Laboratory,

1 year

3 Years

Annual - September

N/A

X360

No

17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

QAA National Framework for Higher Education Qualifications (2008; updated 2014)

British Dyslexia Association -

Modules CD7401, CD7402 and CD7403 lead to eligibility to Apply for Approved Teacher Status (ATS) of the British Dyslexia Association for students with qualified teacher status.

Modules CD7401, CD7402 and CD7403 lead to eligibility to Apply for Approved Practitioner Status (APS) of the British Dyslexia Association for students without qualified teacher status.

Modules CD7401, CD7402 and CD7403 lead to eligibility to Apply for Approved Teacher Status (ATS) of the British Dyslexia Association for students with qualified teacher status (FE/HE).

Modules CD7401, CD7402 and CD7403 lead to eligibility to Apply for Approved Practitioner Status (APS) of the British Dyslexia Association for students without qualified teacher status (FE/HE).

Modules CD7401, CD7402 and CD7410 lead to eligibility to Apply for Approved Teacher Status (ATS) (Dyscalculia) of the British Dyslexia Association for students with qualified teacher status.

Modules CD7401, CD7402 and CD7410 lead to eligibility to Apply for Approved Practitioner Status (APS) (Dyscalculia) of the British Dyslexia Association for students without qualified teacher status.

Faculty of Education and Children's Services APP Postgraduate Module Assessment Board

Wednesday 22nd July 2015

The PG Cert Dyslexia Research and Practice Programme aims to:·        

  • Build practitioners’ “professional expertise in identifying dyslexia and developing effective ways to help learners overcome its effects” (Rose Report, DCSF, 2009, p.9).
  • Promote scholarship.
  • Evidence the synthesis between critical thinking and reflection, relating this to practice.
  • Foster utilization of the literature and relevant research.
  • Develop critical and reflective practitioners.

A unique and innovative feature of the PG Cert Dyslexia Research and Practice is that it offers an opportunity to students in schools, Further Education, Higher Education and the workplace to achieve an academic qualification with a professional focus on dyslexia or numeracy difficulties and to differentiate the professional setting: 

Associate Teacher Status (ATS) / Associate Practitioner Status (APS) (for students working in compulsory education).

Associate Teacher Status (ATS) / Associate Practitioner Status (APS) FE/HE (for students working in Further Education, Higher Education and the workplace).

Associate Teacher Status (ATS) Dyscalculia / Associate Practitioner Status (APS) Dyscalculia

 By the end of the PG Certificate Dyslexia Research and Practice (with ATS/APS), the student will be able to:

CD7401

  • Critically identify theories of causation and the causal modelling framework.
  • Critically reflect on how dyslexia can impact on learning, especially regarding the development of literacy and/or numeracy.
  • Demonstrate an understanding of how dyslexia impacts on learning.
  • Critically analyse the issues around the screening of dyslexia and other specific learning difficulties.
  • Critically evaluate the contribution of ICT in the screening of dyslexia.
  • Understand the effects of screening, early identification, barriers to learning and inclusion.
  • Critically evaluate metacognition and learning styles.

CD7402 

  • Critically reflect on the social and cultural perspective of literacy and numeracy.
  • Understand the development of literacy and numeracy skills.
  • Critically evaluate the role of phonological skills and working memory in literacy and numeracy.
  • Design individualised learning programs using multisensory learning and teaching strategies.
  • Critically analyse the use of ICT to support learners with dyslexia.
  • Critically evaluate the impact on learning of a dyslexia friendly learning environment.

CD7403

  • Devise individualised learning programmes.
  • Understand lesson planning and the use of assessments to plan teaching interventions.
  • Critically evaluate supporting learning of an individual learner with literacy difficulties using a systematic, sequential, cumulative, multisensory learning and teaching strategy.

CD7410

  • Devise individualised learning programmes.
  • Understand lesson planning and the use of screening to plan teaching interventions.
  • Critically evaluate supporting learning of an individual learner with dyscalculia or numeracy difficulties using a systematic, sequential, cumulative, multisensory learning and teaching strategy.

By the end of the PG Certificate Dyslexia Research and Practice (with ATS/APS), the student will be able to:

CD7401

  • Explore and critically evaluate the causal theories of dyslexia.
  • Identify and evaluate assessment methods for literacy and/or numeracy difficulties.
  • Critically engage in theoretical frameworks and literature to demonstrate an understanding of literacy and/or numeracy difficulties as well as dyslexia.

CD7402

  • Critically engage in analysing the research associated with teaching a structured, sequential, multisensory learning and teaching programme.
  • Critique a component of a structured, sequential, multisensory teaching programme with relevant to specific learning needs.
  • Critically evaluate the contribution of ICT to the teaching of learners with dyslexia.
  • Analyse strategies typically associated with the dyslexia friendly learning environment with specific reference to it and learners with dyslexia.

CD7403

  • Critically construct an appropriate multisensory learning and teaching programme matched to a learner’s individual needs.
  • Critically evaluate a personalised teaching intervention to meet the specific individual needs of learners with literacy difficulties.
  • Reflect during teaching and use new learning to inform continued planning of practice.
  • Critically evaluate and reflect on personal and professional development.

CD7410

  • Critically construct an appropriate multisensory learning and teaching programme matched to a learner’s individual needs.
  • Critically evaluate a personalised teaching intervention to meet the specific individual needs of learners with numeracy difficulties.
  • Reflect during teaching and use new learning to inform continued planning of practice.
  • Critically evaluate and reflect on personal and professional development.

 

By the end of the PG Certificate Dyslexia Research and Practice (with ATS/APS for Schools or FE/HE), the student will be able to:

CD7401

  • Increase confidence and competence regarding identification and assessment for dyslexia.
  • Establish and to use a range of strategies to make diagnostic appraisal of learning needs.
  • Deploy the skills to design an individual learning and teaching programme and specific learning and teaching interventions to meet the specific individual needs of one or two learners with literacy and/or numeracy difficulties. 

CD7402 

  • Develop the ability to devise and teach individual, structured, cumulative and multisensory literacy and/or numeracy learning programs.
  • Prioritise and make appropriate decisions regarding a range of dyslexia friendly teaching approaches according to individual learners’ needs.
  • Begin to formulate effective individual lesson plans to meet the specific needs of one or more learners with literacy and/or numeracy difficulties.

CD7403 

  • Achieve nationally required competencies and confidence to deliver specialist learning and teaching strategies with individual learners with literacy difficulties.
  • Formulate effective individual lesson plans to meet the specific needs of one or more learners with literacy difficulties.
  • Teach 20 hours (ATS/APS) or equivalent, of individual, systematic, sequential and cumulative teaching and learning lessons with one or more learners with literacy difficulties.
  • Successfully meet the British Dyslexia Association's requirements for two teaching sessions (ATS/APS) to be observed.
  • Maintain a written journal of the experiences of becoming a Specialist Teacher or Specialist Practitioner.

CD7410

  • Achieve nationally required competencies and confidence to deliver specialist learning and teaching strategies with individual learners with numeracy difficulties.
  • Formulate effective individual lesson plans to meet the specific needs of one or two learners with numeracy difficulties.
  • Teach 20 hours (ATS/APS) or equivalent, of individual, systematic, sequential and cumulative teaching and learning lessons with one or more learners with numeracy difficulties.
  • Successfully meet the British Dyslexia Association's requirements for two teaching sessions (ATS/APS) to be observed.
  • Maintain a written journal of the experiences of becoming a Specialist Teacher or Specialist Practitioner.

 

By the end of the PG Certificate Dyslexia Research and Practice (with ATS/APS - Schools or FE/HE), the student will be able to:

CD7401, CD7402, CD7403, CD7410

  • Present written work using academic standards and conventions of level 7.
  • Engage in meaningful debate.
  • Formulate meaningful questions.
  • Identify salient critical incidents and be able to reflect meaningfully upon them relating to the theory.
  • Demonstrate empathy when constructing an argument.
  • Present information confidently in group situations.
  • Develop problem-solving skills.
  • Clearly articulates learning and teaching interventions in writing.
  • Discuss learning and teaching intervention outcomes meaningfully with colleagues, external agencies and, if appropriate, the learner with dyslexia and/or difficulties with numeracy.

 

 The professional element of the PG Certificate Dyslexia Research and Practice is accredited by the British Dyslexia Association (BDA). These professional awards (ATS and APS) are accepted qualifications in schools, Further Education (FE), Higher Education (HE) and the workplace, giving teachers and practitioners the eligibility to identify, teach, assess and make recommendations for provision for external examinations. With the addition of the Numeracy module, depending on candidates choices, it could also or alternatively lead to ATS/APS Dyscalculia.  The PG Cert Dyslexia Research and Practice is composed of structured learning opportunities that are delivered as taught modules.  The modules are at 20 Credit Accumulation Transfer (CAT) points and 10 European Credit Transfer (ECT) points.

Mod-Code Level Title Credit Single
CD7401 7 Identifying and Assessing Learners with Dyslexia 20 Comp
CD7402 7 Learning and Teaching Strategies for Learners with Dyslexia 20 Comp
CD7403 7 Teaching Learners with Dyslexia 20 Optional
CD7410 7 Teaching Learners with Dyscalculia/Numeracy Difficulties 20 Optional
CD7411 7 Specialist Assessor in Assessing for Access Arrangements 20 Optional

  • 60 credits at Level 7 entitles the student to a Postgraduate Certificate Dyslexia Research and Practice

The above award also offers accreditation from the British Dyslexia Association at the following point:

(ATS/APS or ATS/APS FE/HE on completion of CD7401, CD7402 and CD7403 and ATS/APS Dyscalculia on completion of CD7401, CD7402 and CD7410)

The PG Certificate Dyslexia Research and Practice is professionally accredited by the British Dyslexia Association.

Modules CD7401, CD7402 and CD7403 lead to eligibility to Apply for Approved Teacher Status of the British Dyslexia Association for students with qualified teacher status.

Modules CD7401, CD7402 and CD7403 lead to eligibility to Apply for Approved Practitioner Status of the British Dyslexia Association for students without qualified teacher status.

Modules CD7401, CD7402 and CD7410 lead to eligibility to Apply for Approved Teacher Status (Dyscalculia) of the British Dyslexia Association for students with qualified teacher status.

Modules CD7401, CD7402 and CD7403 lead to eligibility to Apply for Approved Practitioner Status (Dyscalculia) of the British Dyslexia Association for students without qualified teacher status.

Either set is also available for those working in FE/HE and this would lead to either Approved Teacher Status (FE/HE) of the British Dyslexia Association for students with qualified teacher status or Approved Practitioner Status (FE/HE) of the British Dyslexia Association for students without qualified teacher status.

Students are expected to identify, design and deliver a cumulative, structured, sequential and multisensory learning and teaching programme to one or more learners with literacy or numeracy difficulties.

Graduation from the PG Certificate Dyslexia Research and Practice provides students with eligibility to apply to the British Dyslexia Association for a requisite professional award.  On graduation, the Programme Leader completes an appropriate ‘Tutor Form’ from the British Dyslexia Association and it is the student’s individual responsibility to send this form, along with a ‘Candidate Form’ and fee to the British Dyslexia Association as the application for their professional award.

  The PG Certificate Dyslexia Research and Practice is open to both graduates and non-graduates with professional experience. Graduates will have a background in Special Educational Needs (dyslexia) or a related background acquired through previous study (a Bachelor’s degree). Non-graduates will be admitted to the award-bearing aspects of the Programme by virtue of their professional experience.  They will have a background in Special Educational Needs (dyslexia) or a related background, for example, teaching in a language and communication unit or holding the post of SENCo.  Usually all prospective students will attend a compulsory interview with the Programme Leader to ascertain their ability to succeed on the programme and to ensure they are aware of the basic requirements of the course before they begin.

In order to promote competency in the use of English regarding the practical teaching requirements of the programme, prospective students must demonstrate high standards of literacy, articulacy and the correct use of Standard English. This will be ascertained by the prospective students’ application form and personal statements on application.  Students who fail to demonstrate such competencies will be invited to interview with two members of the Faculty (to include the Programme Leader) to determine their suitability. The needs of the learner will be considered paramount.

Students must be able to demonstrate on application that they have access to a placement or setting in which they can complete the required assessments. 

Students applying to the British Dyslexia Association for professional accreditation will need to evidence two years of full-time teaching (or equivalent) prior to being eligible to apply.

Accreditation for Prior Certificated Learning (APCL) or Accreditation for Prior Experiential Learning (APEL)

Prospective students applying to study for the award of PG Certificate Dyslexia Research and Practice may able to be awarded credit for previously accredited HE Level qualifications in other institutions where learning outcomes map closely to those of the PG Certificate Dyslexia Research and Practice Programme. The University procedures for Accreditation for Prior Certificated Learning (APCL) and Accreditation for Prior Experiential Learning (APEL).

International Students

International students will need to evidence a recent IELTS score of no less than 6.5.

Disclosure and Barring Service Enhanced Disclosure

It is expected that, if required,  students will already have a current Disclosure and Barring Service Enhanced Disclosure (previously called CRB certificate) or be able to provide one themselves which will be paid for by the student.

 

The PG Cert Dyslexia Research and Practice programme operates within the scholarship requirements set by the National College for Teaching and Leadership (NCL), supporting teachers to deliver national requirements by helping existing teachers in England to develop their skills and help them deepen their knowledge.  Special Educational Needs (dyslexia) is one of the three priority areas identified by the NCL.

There are no QAA benchmark statements for postgraduate study in Education. The PG Certificate Dyslexia Research and Practice programme draws on and extends the QAA (2010; updated 2015) Master's degree characteristics at Level 7 assuring the achievements represented by the qualification are appropriate and represented consistently.

Holders of the qualification will have the qualities and transferable skills necessary for employment requiring the exercise of initiative and responsibility, decision-making in complex and unpredictable situations and the independent learning ability required for continuing professional development. The PG Certificate Dyslexia Research and Practice programme encompasses the equivalent professional qualifications ATS Schools for practitioners working with learners with dyslexia in compulsory educational settings and ATS FE/HE for practitioners working with learners with dyslexia in Further and Higher Education contexts. Depending on option choices it can also, or alternatively, lead to ATS or APS (Dyscalculia).  The qualification also meets the requirements of the Joint Council for Qualifications (JCQ) who approve Approved Teacher Status (ATS) and Approved Practitioner Status (APS). This means that it is an accepted qualification giving teachers the right to support and teach in schools, post-compulsory settings and employment.

The PG Cert Dyslexia Research and Practice programme offers students the opportunity to gain systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of research around dyslexia and area of professional practice through lectures, information in the Programme module spaces and access to Learning Information Services, especially by use of electronic databases.

Students acquire a comprehensive understanding of techniques applicable to their own advanced scholarship by engagement with the theory and literature and relating this to practice in discussions with peers and reflecting on their own practice.  Conceptual understanding gained incrementally throughout the PG Cert Dyslexia Research and Practice programme enables the student to critically evaluate current research and advanced scholarship about dyslexia.

Students will be able to deal with complex issues using multisensory learning and teaching and psychometric assessment strategies both systematically and creatively, make sound judgments in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.  In the application of the theory to their practice in teaching and assessment and research, students will demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional Level required by relevant governing professional bodies.  All students will have the opportunity to continue to advance their knowledge and understanding, and to develop new skills to a high level.

At the heart of all teaching and learning on the PG Certificate Dyslexia Research and Practice programme are the essential skills of critical analysis, evaluation and reflection. Students are encouraged to listen and discuss different perspectives and act on their new learning to become more effective reflective practitioners who have developed the skills of criticality which have enabled them to identify and address areas for their own professional and academic development. 

The starting points for learning on the PG Certificate Dyslexia Research and Practice programme are the students' experiences and knowledge of teaching learners with dyslexia. As effective practitioners working in schools, Further Education, Higher Education and the workplace, the students bring to the programme many years of teaching experience and high-quality expertise that is highly regarded in their settings.  The programme's learning and teaching strategies aim to build on this expertise and further draw out students' views and understanding and provide 'safe' opportunities for views and beliefs to be challenged, reviewed and discussed. Learning is further enhanced and progressed with tutors' teaching, experience, knowledge, reading and analysis of national policy shifts and theories and methodologies, drawn from a wide pedagogic framework, that are applicable to teaching and learning for learners with dyslexia.

 

The programme adheres to the central University Learning and Teaching Strategy. From this, the Faculty of Education and Children’s Services have developed a local level response in the form of the Faculty Learning, Teaching, Assessment Improvement and Development Plan. This commits to pedagogical principles which include:     

  • Promoting professional engagement and reflective practice;      
  • Encouraging independent and autonomous learning;         
  • Supporting continuing professional development;     
  • Valuing students' professional experience and prior learning;        
  • Supporting diversity and personalised learning;       
  • Encouraging dynamic and participative learning;
  • Promoting collaborative learning;
  • Encouraging Internet and Web-based approaches;         
  • Supporting reflective and Practitioner enquiry.

For further details, please access:

https://portal.chester.ac.uk/lti/Documents/UOCLearningandTeachingStrategy.pdf

The programme includes a range of approaches to learning and teaching:

  • University-based Modules- These modules are held at the University in technology rich environments. A range of methodologies are employed which take account of best practice and maximise active learning, sensitive to the learning styles and needs of students. These methodologies include lectures, seminars, group work, directed tasks, independent research and individual, group tutorials and blended learning.
  • Independent Learning -Independent Learning is a philosophy of education which students are encouraged to adopt. It includes the opportunity to work with a supervising tutor who offers support as students work towards completing assessment tasks but is fundamentally a more over-arching concept about an autonomous approach to work.
  • Electronic Support Materials - The Virtual Learning Environment (VLE) is an essential feature of the Programme. Each module has a dedicated module site where key information about the module and a range of materials and interactive elements to support learning and assessment, is available.
  • Electronic Tutorial Support – Students are able to contact their module tutor or module supervisor by email whenever they wish. Tutors will endeavour to respond to student queries within 3-5 days but often sooner. Tutorial support includes face-to-face tutorial support meetings and the opportunity for students to engage with online tutorial support. Individual tutorials can also be offered using a range of technologies such as Skype and Facetime.  This is an important feature of the Programme as it enables students who may not live in close proximity to the University to access tutorial support remotely.

The programme strives to maintain a diverse assessment palette and rigorous, consistent assessment practices which aims to enable students to demonstrate their skills, knowledge and understanding in a variety of ways.

Handbooks

All modules have a handbook that complies with University and Faculty Guidelines. All handbooks are available to students on the dedicated module space on Moodle (The University's VLE).

The module handbook includes:       

  • Module aims and learning outcomes;       
  • Outline content;       
  • Assessment method;       
  • Procedures for submission of work;        
  • Recommended reading;
  • Appropriate grading criteria;
  • Links to relevant documentation and University Policy eg. The Diversity and Equality Policy, The Disability, Gender and Race Equality Scheme, guidance on regulations governing the assessment of students.

Marking

All assessed work is graded according to a percentage scale 0-100 using the University's grading criteria linked to the appropriate QAA requirements All marking procedures comply with the central University Assessment Policies. Feedback to students is available electronically using the Turnitin and Grademark systems. Feedback on the work is intended to identify strengths and points of development. Assignments are not pre-marked.  Students may receive formative, verbal feedback on plans or on a specified amount of work identified by the tutor.

Assessment criteria are communicated to students through Programme and Module handbooks with specific assignment guidance explaining the important features of each assignment. 

Weekend-school Infrastructure- allows a specific internal learning environment to exist where part-time students engage both in the academic rigor of their chosen studies but also with the social aspects of peer learning as part of a new community of practice engaged in PG Certificate study. Students engage in quality learning experiences and explore shared common practice across other PG Certificate level programmes with their peers. This learning environment contributes significantly to the student’s identity as a facilitator of new knowledge and understanding, reflective practitioner and lifelong learner. Students have the opportunity to attend induction processes to gain access to Learning Information Services and Student Support and Guidance and to CPD academic writing seminars, for example, “Improving Your Academic Performance at Master’s Level”. These teaching and learning experiences are designed as much as possible to reflect dyslexia pedagogy and practice, i.e. participative, empowering, using group work and creative methods of encouraging learning.  

The PG Certificate Dyslexia Research and Practice programme defines assessment as a process that appraises an individual’s knowledge, understanding, abilities or skills.  The programme assesses not only academic skills but professional skills and competencies, for example, the British Dyslexia Association accredits the ATS and APS awards. The experienced programme team will effectively provide summative assessment methods.  Each method of assessment is chosen because of its fitness for purpose, relating to what is being assessed and the context within which assessment is taking place, for example, a psychometric assessment of a learner with dyslexia or matching a teaching intervention to an individual learner’s specific needs. The tutor will normally assess the practice elements (teaching and assessing) of the programme by viewing a DVD recording of the teaching or assessment sessions as part of these assessment methods (not as a separate component) and will provide written and/or oral feedback. The methods of assessment reflect forms of recording, reporting and writing which are required of Specialist Teachers and Assessors and fulfils the requirements of the University and British Dyslexia Association assessment requirements. 

Assessment Matrix for PG Certificate Dyslexia Research and Practice.

Module

Title

Academic Qualification

CD7401

20 CATS

Identifying and Assessing Learners with Dyslexia

 

Case Study

CD7402

20 CATS

Learning and Teaching Strategies for Learners with Dyslexia

Case Study

CD7403

20 CATS

Teaching Learners with Dyslexia

Portfolio

 CD7410

20CATS

 Teaching Learners with Dyscalculia/Numeracy Difficulties

 Portfolio

 

Students who engage in the PG Certificate Dyslexia Research and Practice programme will successfully demonstrate subject-specific attributes and will become reflective practitioners and critical thinkers who can articulate their views with confidence and conviction. They will have in-depth knowledge and understanding of their profession and the political arena of education informed by current practice, scholarship and research. They will have read widely and will have engaged with theoretical frameworks which have challenged their values, beliefs and understanding. Their professional integrity will have been affirmed demonstrating their ability to use initiative and take responsibility, solving problems in innovative and creative ways.   They will have become sufficiently professionally secure to confront and manage change, make decisions and to lead others, should they choose. Postgraduates will continue to learn and to demonstrate advanced scholarship regarding dyslexia.

The PG Certificate Dyslexia Research and Practice programme equips teachers to become Specialist Teachers/Practitioners of dyslexia and/or numeracy difficulties.  This enhances students’ professional capabilities and eligibility for promotion to leadership or specialist learning and teaching roles in schools, further and higher education and employment.

The PG Certificate Dyslexia Research and Practice is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. The Programme is also, committed to widening access to higher education. Within an ethically aware and professional environment, the Programme acknowledges responsibilities to promote freedom of enquiry and scholarly expression.

 

Attendance

Students are expected to attend all taught sessions. This also meets the requirements of the BDA. Attendance is monitored by the tutors.  Students following the ATS or APS professional pathway are required to attend 40 hours of cumulative, taught sessions to meet the British Dyslexia Association taught element requirements. Due to special circumstances, students may be unavoidably absent from sessions.  As attendance at all sessions is required to fulfil the requirements of the BDA, students are required to demonstrate that, from the session they have missed, they are able to internalise and could articulate the information and refer it to their practice.  In such circumstances, students are able, from the module space on Sharepoint, to read the lecture material and follow any reading independently.  They will then be required to successfully complete a negotiated, unaccredited, directed task provided by the module tutor, for example, make succinct notes on given reading and evidence impact on practice or be able to deliver a short presentation to the group about the specific learning outcomes they have missed. 

Students who have been absent for any part of taught sessions (as full attendance for the given number of taught hours fulfils the requirements of the BDA), and who fail to complete the required directed task(s) will not be eligible to apply for the respective professional accreditation.  The University’s recognises its commitment to fulfil the BDA requirements in relation to its provision for the ATS and APS awards. It can assure provision for registered students to complete their chosen award through the successful staffing of associate Visiting Lecturers who are qualified to AMBDA level and are experienced practitioners and lecturers and are able to deliver a comparable quality of teaching. 

Disclosure and Barring Service (DBS)

Students must confirm at the beginning of the programme that they satisfy the DBS mandatory criteria of 'Clearance to Work with Children and/or Vulnerable Adults'.

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