Various Regions

Developing Reading Skills in Learners with Dyslexia (DACPD84)

This unit gives practitioners the knowledge to compare recent models of reading skills and to understand their relevance to readers with dyslexia who are learning English or other alphabetic languages.  It examines the phonological, morphological and orthographic processes that underlie reading competence and explains why explicit, structured tuition can help build language awareness in learners with dyslexia.  It also considers the difficulties that readers with dyslexia can face when accessing print.

Credits for course: 
3
Type of training: 
Accredited CPD
Method of training: 
Online/Distance
Link
Region: 
Various Regions
Duration: 
Short Course (6 weeks or less)
Level: 
QCF: 
4
Professional accreditation: 
Other
Course stage: 
Stage 3 - Targeted Strategic
Course strand(s): 
D. Teaching and supporting learners with dyslexia/SpLD
Contact email: 
trainingcourses@dyslexiaaction.org.uk
Contact phone: 
01784 222304

Assessing Learners (Secondary & Post-16) with EAL and/or Complex Linguistic Backgrounds Webinar: SASC Authorised

1.5 Million students in maintained schools speak English as an additional language. Over 500,000 international students attend UK schools, 20% of students attending UK universities are from abroad. This workshop will enhance understanding of the issues involved in assessing students with English as an additional language or with complex liniguistic histories for SpLDs.
There will be a focus on distinguishing between literacy difficulties arising from the learner’s language history and risk factors more likely to be linked to a dyslexic / dyspraxic profile. The use of standardised assessment tools will be analysed using case studies, exploring how best to report findings of qualitative and quantitative data.

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

Dyspraxia /DCD in the Pre and Post 16 years (SASC authorised)

This course will enable SpLD assessors to be conversant with the current UK definition of DCD/Dyspraxia, in line with the international consensus. Whilst there is no clear pattern of specific cognitive strengths / weaknesses in DCD/ Dyspraxia, consideration will be given as to how conventional assessment methods will define an individual profile and provide a picture of the support needs for the individual. Differences in the assessment of the pre and post 16 individual will be discussed throughout.
The approved definitions and current SASC view of DCD/Dyspraxia.
The role of background information and how it is gathered and reported.
Individual profiles – what might be revealed through the recommend assessment measures

Credits for course: 
5 hours CPD
Type of training: 
Non-accredited CPD
Method of training: 
Attendance based
Link
Region: 
Various Regions
Duration: 
Day course
Level: 
None: 
None
Course stage: 
Stage 4 - Specialist
Course strand(s): 
C. Identifying and assessing dyslexia/SpLD
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

Teaching Maths to Primary Children

The Concrete Picture and Abstract (CPA) approach to teaching mathematics is crucial for all learners of mathematics, but particularly for those who struggle

In this webinar we will explore why that is, what the theories are, and how to implement the principles of Enactive, Iconic and Symbolic mathematics in our classrooms.

Maths is difficult to teach and even harder to learn. Singapore has demonstrated through the application of the concrete, pictorial and abstract (CPA) approach learners can understand and overcome their barriers to learning maths.

Singapore has demonstrated through the application of the work of Jerome Bruner and Zoltan Dienes the teaching of maths can become more learner friendly.

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

Level 5 Diploma in Strategic Teaching Support for Dyslexia and Literacy(DADIP61)

The Strategic Teaching Diploma is a specialist teacher training course that provides an introduction to a structured specialist teaching programme that can be used in school or college settings or with individuals of any reading age in private practice. There are two routes to gaining the Level 5 Diploma:

Graduate Route (for those holding a degree)
Must be currently employed (or very recently) in a school or college setting to work with learners with literacy difficulties/dyslexia/SpLD

CPD Pathway Route
Must be currently employed (or very recently) in a school or college setting to work with learners with literacy difficulties/dyslexia/SpLD

Credits for course: 
40/44
Type of training: 
Accredited CPD
Method of training: 
Online/Distance
Link
Region: 
Various Regions
Duration: 
Generally takes around 10-12 months to complete
Level: 
Other: 
5
Professional accreditation: 
Other
Course stage: 
Stage 4 - Specialist
Course strand(s): 
D. Teaching and supporting learners with dyslexia/SpLD
Contact email: 
trainingcourses@dyslexiaaction.org.uk
Contact phone: 
01784 222304

Developing Writing Skills in Adults with Dyslexia (DACPD93)

This unit is designed to increase understanding of the processes involved in developing adults’ writing skills and to provide strategies for use in the classroom. Although the focus is on how to nurture the development of writing skills in learners with dyslexia, the approach will benefit a wide range of learners struggling to acquire effective writing skills.

Credits for course: 
3
Type of training: 
Accredited CPD
Method of training: 
Online/Distance
Link
Region: 
Various Regions
Duration: 
Short Course (6 weeks or less)
Level: 
QCF: 
4
Professional accreditation: 
Other
Course stage: 
Stage 3 - Targeted Strategic
Course strand(s): 
D. Teaching and supporting learners with dyslexia/SpLD
Contact email: 
trainingcourses@dyslexiaaction.org.uk
Contact phone: 
01784 222304

Developing Your Dyslexic Students' Self-Esteem using Clean Language

Helping students with dyslexia to communicate more effectively can help them use their self-realisation of their strengths to develop effecive learning strategies.

Research has demonstrated that 70% of academic success depends upon the belief of the student that they can succeed. The dyslexic student’s constant failure has been shown to lower their self-esteem. These negative feelings are likely to have long-lasting effects, in the way they manifest themselves, which is likely to be complex, taking the form of vulnerability to stress, feelings of learned helplessness and depression.

Credits for course: 
5 hours
Type of training: 
Non-accredited CPD
Method of training: 
Online/Distance
Link
Region: 
Various Regions
Duration: 
Day course
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
F. Professional development and dyslexia/SpLD
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

Literacy Disorders: 'Tricky' Profiles - How to Assess, Interpret and Intervene SASC Authorised

This webinar will look at how multiple deficit models explain variations in the expression of dyslexia and also the high levels of co-occurrence with other deficits (such as problems of maths, attention, oral language and visuomotor skill). Furthermore, multiple deficit models recognise the importance of protective and compensatory factors which can positively influence outcome. The implications for assessment and ‘diagnosis’ of the individual child will be considered; in particular, the need for multiple measures of reading and for assessments of co-occurring difficulties.

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

How to Help Learners with Verbal Memory Difficulties Webinar

This event will increase delegates’ understanding of how verbal memory difficulties affect learning and how to help. Memory difficulties are a barrier to learning and are a key deficit in many Specific Learning Difficulties, including dyslexia.

Verbal memory difficulties (especially working memory problems) have a marked impact on both life and learning, affecting the acquisition of Maths and Literacy skills as well as on organisation and concentration. Memory difficulties also make learning hard work and can contribute to poor motivation and low self-esteem. It is therefore essential for teachers and assessors to know how to recognise the signs of memory difficulties.

Credits for course: 
none
Type of training: 
Non-accredited CPD
Method of training: 
Online/Distance
Link
Region: 
Various Regions
Duration: 
5 hour webinar
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
F. Professional development and dyslexia/SpLD
Contact email: 
srostill@patoss-dyslexia.org
Contact phone: 
07956 644 786

Supporting Adults with Dyslexia and Co-occurring Difficulties (DACPD91)

This unit provides a framework for the support of adults with dyslexia and co-occurring difficulties in a variety of post-compulsory education environments. The holistic requirements of the individual will be considered, as well as the barriers that adults can face once they leave school. A range of barriers to competent performance, including the operating environment will be examined as a foundation to identify appropriate provision. The materials in the unit will be pertinent to those supporting adults in further or higher education in work-based training and apprenticeships or other environments in which learning takes place with adults.

Credits for course: 
3
Type of training: 
Accredited CPD
Method of training: 
Online/Distance
Link
Region: 
Various Regions
Duration: 
Short Course (6 weeks or less)
Level: 
QCF: 
4
Professional accreditation: 
Other
Course stage: 
Stage 3 - Targeted Strategic
Course strand(s): 
D. Teaching and supporting learners with dyslexia/SpLD
Contact email: 
trainingcourses@dyslexiaaction.org.uk
Contact phone: 
01784 222304

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