Resources

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Perspectives on Teaching Phonics from a Neurodivergent Person

There is a wide range of cognitive features that are termed neurodivergent and differ from neurotypical behaviour. They appear as unique thought processes, variations in how the senses are processed, and subtle emotional differences. Our neurodivergent characteristics are sources of enormous potential, and yet as ND teachers we rarely have the opportunity to participate in conversations relating to policy.

Credits for course: 
1.5 hours
Type of training: 
Non-accredited CPD
Link
Region: 
West Midlands
Duration: 
1.5 hours
Level: 
Other: 
None
Course stage: 
Stage 1 - Universal
Course strand(s): 
E. Communicating and working with others
F. Professional development and dyslexia/SpLD
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

OnDemand: An interview with Dr Ginny Stacey on metacognition and study skills

In this promotional free webinar Dr Ginny Stacey shares her knowledge and experience gained over from personal and professional experience to help inform good practice.

She shares her background and experiences as a dyslexic person who also set up and ran a dyslexia support service in a university. She discusses the skills needed for a student to succeed academically in Higher Education. Then goes on to explain what metacognition and study skills the difference is between the two, and the importance of these two skills. She also explains how these skills are transferable from academia to the world of work. Also, she explains the importance of motivation in enable a student with dyslexia to succeed, and why metacognition and study skills

Credits for course: 
0 hours - informational
Method of training: 
Online/Distance
Link
Region: 
Various Regions
Duration: 
0 hours cpd - informational
Level: 
None: 
None
Course stage: 
Stage 1 - Universal
Course strand(s): 
D. Teaching and supporting learners with dyslexia/SpLD
E. Communicating and working with others
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

How to Teach Struggling Readers to Read

A literacy programme for Home and School presented by Mary Moran. This course is a comprehensive study on teaching a child to read using Structured Literacy (SL). It is suitable for all students in first level education, primarily, but in particular dyslexics and struggling readers. The instructor, Mary Moran, is Orton-Gillingham trained and has taught struggling readers for over 40 years.

Mary is creator and founder of DcodeDyslexia, an SL reading and spelling programme. The texts from this programme will be used as a tool to explain the scope and sequence ( an ordered structured way to introduce language to a dyslexic child), of an SL programme, and the methods involved in teaching children to read, and spell, using this approach.

Credits for course: 
4 hours
Type of training: 
Non-accredited CPD
Link
Region: 
Various Regions
Duration: 
4 hours
Level: 
None: 
None
Course stage: 
Stage 1 - Universal
Course strand(s): 
D. Teaching and supporting learners with dyslexia/SpLD
E. Communicating and working with others
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

The Dyspraxic Learner Part I: Physical and Literacy Traits and Strategies

Dyspraxia is often less well understood than other SpLDs due to its physical and cognitive nature. Alison Patrick presents a webinar on strategising for the physical and literacy traits of the dyspraxic learner.

Understanding the physical and literacy traits of dyspraxia can help to strategise for dyspraxia inside and outside the classroom so that dyspraxic learners achieve their maximum potential.

The course offers a detailed discussion of how dyspraxia manifests physically and the impact on visual and auditory processing. Strategies explored include tactics for strengthening muscles, posture and balance. The course also offers strategies for reading, writing and listening.

Credits for course: 
1 hour
Type of training: 
Non-accredited CPD
Method of training: 
Online/Distance
Link
Region: 
Various Regions
Duration: 
1 hour
Level: 
None: 
None
Course stage: 
Stage 1 - Universal
Course strand(s): 
D. Teaching and supporting learners with dyslexia/SpLD
E. Communicating and working with others
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

The Dyspraxic Learner: Part 2 - Executive Function, Behavioural and Emotional Traits and Strategies

Dyspraxia is often less well understood than other SpLDs due to its physical and cognitive nature. Alison Patrick presents a webinar focused on understanding and strategizing for the executive function, behavioural and emotional effects of dyspraxia

Understanding the executive function, behavioural and emotional effects of dyspraxia can help to strategise for dyspraxia inside and outside the classroom so that dyspraxic learners achieve their maximum potential.

The course offers a detailed discussion of the executive function, behavioural and emotional impact of dyspraxia. Strategies explored include tactics for attention deficits, social skills, sleeplessness, emotional outbursts, self-esteem, stress and anxiety.

Credits for course: 
1 hour
Type of training: 
Non-accredited CPD
Method of training: 
Online/Distance
Link
Region: 
Various Regions
Duration: 
1 hour
Level: 
None: 
None
Course stage: 
Stage 1 - Universal
Course strand(s): 
D. Teaching and supporting learners with dyslexia/SpLD
E. Communicating and working with others
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

Reading Comprehension Intervention - Inference Training

Inference Training - an evidence-based reading comprehension group intervention programme that will dramatically improve the ability of your pupils in Key Stages 2 & 3 to be able to read for meaning and enjoyment. This webinar is presented by Michelle Deeming

This programme, which has been described as ‘remarkable’ by Professor Greg Brooks in his study, offers significant gains for pupils with weak comprehension skills. The latest pupil impact data shows that most pupils made over 12 months’ gain in reading comprehension age in 12 weeks.

Credits for course: 
6 hours
Type of training: 
Non-accredited CPD
Method of training: 
Online/Distance
Link
Region: 
Various Regions
Duration: 
6 hours
Level: 
None: 
None
Course stage: 
Stage 1 - Universal
Course strand(s): 
D. Teaching and supporting learners with dyslexia/SpLD
E. Communicating and working with others
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

Supporting professional practice in access arrangements using the publication, ‘Assessing the need for Access Arrangements in Examinations, 7th Edition'

This webinar, presented by the book's author Lia Castiglione, will discuss how information contained within ‘Assessing the need for Access Arrangements, 7th edition” can be used to support professional practice in access arrangements.

The 7th edition of the Patoss book, ‘Assessing the need for Access Arrangements’ has been published recently. In this webinar Lia Castiglione will discuss how to use the book and its accompanying online resources most effectively to support professional practice in access arrangements.

Credits for course: 
1.5 hours
Type of training: 
Non-accredited CPD
Link
Region: 
Various Regions
Duration: 
1.5 hours
Level: 
None: 
None
Course stage: 
Stage 1 - Universal
Course strand(s): 
D. Teaching and supporting learners with dyslexia/SpLD
E. Communicating and working with others
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

Using the Woodcock-Johnson IV Batteries (WJIV Cog, WJIV ACH and WJIV OL) when assessing primary and secondary-aged learners

This webinar, presented by Lia Castiglione, discusses the use of the Woodcock-Johnson IV batteries (WJIV Cog, WJIV ACH and WJIV OL) in diagnostic assessments.

In the context of the SASC report formats for primary and secondary-aged learners, this webinar provides the opportunity to evaluate the use of the three Woodcock-Johnson test batteries in diagnostic assessments.

Credits for course: 
2 hours
Type of training: 
Accredited CPD
Method of training: 
Online/Distance
Link
Region: 
Various Regions
Duration: 
2 hours
Level: 
None: 
None
Professional accreditation: 
SASC Accredited
Course stage: 
Stage 4 - Specialist
Course strand(s): 
C. Identifying and assessing dyslexia/SpLD
D. Teaching and supporting learners with dyslexia/SpLD
F. Professional development and dyslexia/SpLD
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

Accommodating the Neurodiverse Learner with Attention Needs

In this webinar, presented by Helen Driver, delegates will consider the learner with significant attention needs and will explore their learning profiles and how they may be supported in accessing the curriculum.

There are commonalities between the learning profiles of those with different diagnostic labels. There are potentially 1 in 5 children in each class who may be considered neurodiverse and in the view of the webinar presenter, Helen Driver, when it comes to learning it should be considered that we all think differently, and we need to support attention needs with or without a diagnostic label. Therefore, educators need creativity and a wide range of teaching methods. This webinar looks at the differences in processing.

Credits for course: 
2 hours
Type of training: 
Non-accredited CPD
Link
Region: 
Various Regions
Duration: 
2 hours
Level: 
None: 
None
Course stage: 
Stage 1 - Universal
Course strand(s): 
D. Teaching and supporting learners with dyslexia/SpLD
E. Communicating and working with others
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

Understanding Orthography and the Test of Orthographic Processing, 2nd ed.(TOC-2): SASC Authorised

This session, presented by Dr Nancy Mather, will describe the assessment of orthography

The presenter will: (a) clarify terminology, (b) review the characteristics of poor orthographic processing and how it impacts literacy development, and (c) describe both informal and standardized methods for assessing orthographic knowledge, including the Test of Orthographic Competence-2 (Mather et al., 2023).

One important aspect of reading and spelling development is acquiring knowledge of the orthography of a language. Unfortunately, little attention has been paid to the importance of orthographic processing. In addition to phonological awareness, orthographic processing another important linguistic risk factor for dyslexia.

Credits for course: 
1.5 hours
Type of training: 
Accredited CPD
Link
Region: 
Various Regions
Duration: 
1.5 hours
Level: 
None: 
None
Professional accreditation: 
SASC Accredited
Course stage: 
Stage 3 - Targeted Strategic
Course strand(s): 
C. Identifying and assessing dyslexia/SpLD
D. Teaching and supporting learners with dyslexia/SpLD
F. Professional development and dyslexia/SpLD
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

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