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Understanding Maths Anxiety

Understanding maths anxiety: What it is, how it works, and what we can do about it.

Maths anxiety is associated with reduced attainment and avoidance that can ultimately define career decisions and opportunities. But we’re still developing our understanding of how and why this develops. Research suggests that this can be grounded in initial experiences with maths, and in some cases, children’s performance starts to decline from as early as 4 years of age

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

Executive Function and Neurodiverse Learners

Executive function difficulties can have a key impact for neurodiverse students. Alison Patrick presents a webinar exploring the impact of executive function difficulties with strategies for attention, organisation and self-regulation.

Understanding the impact of executive function difficulties on learners with ADHD, autism, dyslexia or dyspraxia can help to formulate strategies for inside and outside the classroom so that neurodiverse learners fulfil their maximum potential and have some control over the stress that can accompany neurodiversity.

Credits for course: 
1 hour
Type of training: 
Non-accredited CPD
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

What We Need to Know from Intelligence Tests and How Best to Obtain it: The RIAS-2-Reynolds Intellectual Assessment Scales-Second Edition: SASC Authorised

This training, presented by Prof Cecil Reynolds, will provide a detailed introduction to the administration, scoring, and interpretation of the Reynolds Intellectual Assessment Scales-Second Edition. The RIAS-2 provides an efficacious assessment in terms of time and costs of general intelligence, fluid intelligence, crystallized intelligence, memory, and processing speed and has recently been added to the SASC approved list of assessments.

Credits for course: 
1.5 hours
Type of training: 
Accredited CPD
Method of training: 
Online/Distance
Link
Region: 
Various Regions
Duration: 
1.5 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

Introduction to Assistive Technology Available Today

Students today are digital natives, their brains are geared for the digital world. Showing students accessibility features that exist on most systems will enhance their learning experience. This webinar is presented by Jareth Johnson

A glance at some of the assistive technology readily available today either as paid software or additional features within Windows and Google products. Followed by a live Q&A with an experienced Assistive Technology Trainer.

Credits for course: 
1.5 hours
Type of training: 
Non-accredited CPD
Method of training: 
Online/Distance
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

Brain Based Learning

This webinar, presented by Dr Gad Elbeheri, explains to educators how to unlock the potential of the human brain.

How can the brain learn most effectively to unlock the student’s educational potential? By understanding the most up to date neuro-psychological theories and applying simple principles, educators can improve the student’s learning and the way they learn. Understanding the brain helps educators teach both neuro-typical and neuro-different students.

Credits for course: 
1 hour
Type of training: 
Non-accredited CPD
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 Intelligence and Development Scales – 2nd Edition (IDS-2): SASC Authorised

The IDS-2 is a broad developmental assessment containing 30 subtests across six Domains; Intelligence, Executive Functions, Psychomotor skills, Social-emotional skills, Scholastic skills, and Motivation and Attitude. The IDS-2 is used worldwide and was recently adapted and translated into English, with the collection of UK norms for 5–20 year olds. Standardised Executive Function tests are an important component of neurodevelopmental assessment. The Executive Functions Domain of the IDS-2 has four subtests: Listing words, Divided attention, Animal colours and Drawing routes.

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

Progress in Reading Science and its Uneven Impact on Practice

From the first studies of reading over 100 years ago to the present day, much has been learned about how humans are able to obtain language-based messages out of written graphs of all kinds. How children learn to read words, the knowledge they have about spoken language that is critical in this process, the processes of skilled word identification and comprehension, the causes of reading difficulties, the extent to which reading varies with different writing systems, how the brain organizes itself to read: Progress has been made in all these aspects of reading. Although progress in the science of reading should be expected to support in the practices of teaching reading, this has occurred in uneven and incomplete ways.

Credits for course: 
1 hour
Type of training: 
Non-accredited CPD
Method of training: 
Online/Distance
Link
Region: 
Various Regions
Level: 
None: 
None
Course stage: 
Stage 1 - Universal
Course strand(s): 
A. Development of language and literacy
B. Theories of dyslexia/SpLD
F. Professional development and dyslexia/SpLD
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

A History of Dyslexia: what can we learn from the past?

The Science of Reading is advanced but a debate about the utility of the term ‘dyslexia’ continues. Moreover, scientific understanding of dyslexia does not always match either the personal experience of the condition or access to educational provision. This talk will focus on the History of Dyslexia in Britain, and the struggle of parents, organisations and other advocates to gain recognition of a condition that can have a significant impact on the lives of children and adults. During the past century, awareness of dyslexia has grown to the point that almost everyone knows someone with dyslexia, but what does the future hold and can it learn lessons from the past?

Credits for course: 
1 hour
Link
Region: 
Various Regions
Duration: 
1 hour
Level: 
None: 
None
Course stage: 
Stage 1 - Universal
Course strand(s): 
A. Development of language and literacy
B. Theories of dyslexia/SpLD
E. Communicating and working with others
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

OnDemand: The Neuroscience of Reading and Dyslexia: Implications for Classroom Practice

How does the brain reorganize to accomplish something as significant as the ability to read? In this seminar, we aim to equip teachers with neuroscientific evidence to inform more effective approaches for students with dyslexia.

We will review reading from a neuroscientific perspective, identifying underlying neural mechanisms and their impacts on reading acquisition. We will discuss the neurocognitive processes involved in reading, address challenges and potential barriers that arise when literacy acquisition goes wrong, and introduce evidence for brain differences associated with dyslexia, including structural and functional alterations in key brain regions implicated in reading and language processing.

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): 
A. Development of language and literacy
B. Theories of dyslexia/SpLD
E. Communicating and working with others
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

Outlining the updates and effective use and practical administration of the WIAT-III T UK: SASC Authorised

Join us at the PATOSS conference to explore WIAT-III T UK, the enhanced version of WIAT-II T UK published in 2018. This presentation introduces the assessment, its structure, and its significance. The WIAT-III T UK represents a substantial evolution, featuring revised norms, new subtests, and enhanced content coverage.

We'll discuss maintaining standardised administration procedures, creating a comfortable testing environment, and catering to diverse student needs. Learn to effectively use and interpret WIAT-III T UK results for tailored interventions.

Credits for course: 
1 hour
Type of training: 
Non-accredited CPD
Link
Region: 
Various Regions
Duration: 
1 hour
Level: 
None: 
None
Professional accreditation: 
SASC Accredited
Course stage: 
Stage 4 - Specialist
Course strand(s): 
C. Identifying and assessing dyslexia/SpLD
F. Professional development and dyslexia/SpLD
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

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