Various Regions

The webinar offers the opportunity for an educator to reflect on how they can improve the learning for their dyslexic learners in their own school environment. Working with other professionals how the educator can provide effective literacy intervention through the application of up-to-date evidence-based research to tackle the literacy barriers that the student faces. The webinar will address the plan-do-review model through how the assessment data and gap analysis can inform and improve the teaching approaches employed by the educator.

An opportunity for diagnostic to familiarise with and explore the implications for updated screening protocol which covers both adults and children and assessment of the 2018 SASC guidance on SpLDs and Visual Difficulties. The guidance essentially seeks to advise practitioners that to ensure the safety of clients regarding their vision, a brake had to be applied to diverse and under-scrutinised assessment practice by SpLD professionals who are not qualified, as optometrists and other vision professionals are, to assess for the possibility of and / or suggest a diagnosis of visual stress or hypersensitivity in the context of a very wide range of other visual difficulties that might explain symptoms reported and behaviours observed.

In the study of typical and atypical reading key early predictors of later reading success, such as phonological awareness and phonics have been identified. The discovery of these key building blocks of the reading brain have been translated into screeners for children at risk as well as evidence-based interventions for struggling readers. In this talk, I will discuss whether similar key foundational skills can be identified for better understanding individual differences in early numeracy development and what they are. In this context,

It is not surprising that people with Specific Learning Differences often struggle with the demands of court and tribunal hearings. They will need to process language-based information rapidly and accurately, sustain their attention and cope with an avalanche of detailed information in what is known as the ‘court bundle’. Unfortunately, coping with court and tribunal hearings relies on just those skill areas that are often compromised in the SpLD population. However, support is available through the provisions of the Equality Act 2010 – but how do you go about obtaining it? This session will look at appropriate ‘reasonable adjustments’ and various forms of human support, as well as how to clue up your lawyer.

Most dyslexic/ SpLD students don't subliminally learn higher-order processing skills. For example, in producing an essay, they carry out research, construct a theme and write the essay. They are using various higher-order processing skills, but they don't learn the skills so that writing the next essay builds on what they have done. There are many useful processing skills that have to be taught in their own right.

This workshop will include activities using these processing skills so that participants can see how they work. We will discuss why it is necessary to teach these skills deliberately to dyslexic/ SpLD individuals. We will share ideas about using these skills in the situations in which the participants teach.