This topic, suitable for all staff, will provide a comprehensive overview of current research and understanding around dyspraxia. The perspective of young people with dyspraxia 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 dyspraxia 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 dyspraxia
- Better support for students with dyspraxia who you work with
- Greater sense of belonging and engagement for your students
Suitable for: Newly Qualified Teacher, SENCO, Senior Leader, 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
Rosie graduated from London’s Guildhall School of Music and Drama in 2019, where she studied Classical Music and Voice. The training gave Rosie the opportunity to perform with renowned artists and sing a lead role with the London Philharmonic Orchestra. During her third of study, Rosie was diagnosed with Dyspraxia and Dyscalculia, which led to interests in neurodivergent psychology and Music Therapy. Rosie then went on to study a Master’s degree in Psychology at Bristol University, where she was also diagnosed with ADHD. As a postgraduate student, she researched counselling interventions for children with additional needs and her dissertation explored parent experiences of accessing and navigating SEN support services for young children. Alongside her Master’s, Rosie worked as a 1:1 SEN support worker in a charity setting for children with a wide range of needs. Rosie hopes to train as a Counselling Psychologist and specialise in supporting families and children with neurodiversity, SEN and SEMH. One day, Rosie hopes to establish a private inclusive counselling, assessment and training service for children, families and adults with SEN and SEMH.