This topic, suitable for all staff, will provide a comprehensive overview of current research and understanding around dyslexia. The perspective of young people with dyslexia will help to bring real-world context to this understanding. The course will empower delegates to provide even better support for pupils with this specific need as well as providing a broader insight into how this support can benefit all pupils.
What will this course cover?
- Current research around dyslexia as well as considering social constructions of (dis)ability
- The impact that the learning environment can play in enabling or disabling students
- What types of adjustments and support can be of most benefit to students
What are the potential benefits to you and the children or young people you work with?
- Greater knowledge and understanding of dyslexia
- Better support for students with dyslexia who you work with
- Greater sense of belonging and engagement for your students
Suitable for: Newly Qualified Teacher, SENCO, Senior Leader, Support staff, Teacher, Teaching Assistant
Meet your trainer
Dr James Galpin
Dr James Galpin is an Education Officer at nasen and leads on the development and delivery of the organisations CPDL programme. He is also a chartered Developmental Psychologist who specialises in universal difficulties that children and young people experience.
Meet your trainer
Catherine Clifton is very passionate about topics which are important to her, such as autism, dyslexia, as well other topics such as geography which she is in her first year of a foundation degree for geography, which she would like to teach in the future. In her spare time, she can be found in nature or participating in events with organisations such as Our Bright Future and the National Trust. She hopes that the session will support school staff to better understand what dyslexia is and that this deeper understanding makes it easier to consider what practical ideas for teaching and modifications to their classroom they can make. A key idea she hopes will take away with them is that children and young people themselves will be the expert on their own needs and therefore talking openly about what can help will be central to ensuring effective support.