AMBDA FE/HE
AMBDA FE/HE stands for the Associate Membership of the BDA Further Education/Higher Education.
AMBDA FE/HE will only be awarded to tutors, lecturers and learning support staff who:
- have successfully completed a BDA accredited course; and
- have a minimum of two years' teaching/support experience in an institution of further or higher education.
AMBDA FE/HE Application Forms
To apply for AMBDA accreditation you will need to view the following:
And complete the following documents:
- Candidate form
- Tutor form (completed by the AMBDA holding tutor who observed your teaching practice and assessment work)
Please send your paperwork in triplicate.
All documents would then need to be posted to Debbie Rautenbach at Unit 8, Bracknell Beeches, Old Bracknell Lane, Bracknell, RG12 7BW, along with your payment of £70.00. Your application will be acknowledged upon receipt.
Upcoming Accreditation Board Meetings:
September 2010 - Deadline 16 August for applications to be presented at the meeting.
January 2011 - Deadline 22 November for applications to be presented at the meeting.
May 2011- Deadline 6 April for applications to be presented at the meeting.
Please note that the final decision on all applications rests with the BDA Accreditation Board.
Candidates must apply for AMBDA FE/HE within five years of successful completion of a BDA accredited course. Any candidate who completed a course more than five years ago should contact the BDA office for further advice. Please click here to email Debbie Rautenbach at accreditation@bdadyslexia.org.uk.
An AMBDA FE/HE accredited course must enable candidates to achieve those competencies listed under Approved Teacher Status and the following outcomes at postgraduate level:
Core Elements
Understand and critically appraise: current research in specific learning difficulties / dyslexia and its relevance for teaching learning; theory and practice of psychometrics; relationship of that theory to the assessment of cognitive abilities and difficulties of pupils and students.
Competently prepare and disseminate technical reports to specialist teachers and other professionals and non-professionals concerned with the support of students including the provision of advice and recommendations to meet specific purposes.
Critically appraise and reflect on a range of learning strategies and structured, sequential, multi-sensory language and numeracy teaching programmes.
Demonstrate an understanding of the implications of social, emotional, behavioural and community issues for dyslexic learners and their families. It is important that these issues are considered across the full age range so that current difficulties can be understood in relation either to their possible derivation or future implications.
Understand and critically appraise the role of ICT in the screening for and teaching of specific learning difficulties / dyslexia; the range of technical aids for teaching, writing and numeracy; support and access to learning.
Awareness of the implications of and issues arising from the 14 to 19 curriculum.
