Specific Learning Difficulties Registered Charity Number: 1097477 SpLD Resources Booklet Dyslexia Dyspraxia Specific Language Impairment Attention Specific Deficit Disorder Learning Difficulties Asperger Syndrome Autism Information and Addresses 2010 Distributed by: Patoss Ltd PO Box 10 Evesham Worcestershire WR11 1ZW tel: 01386 712650 fax: 01386 712716 email: patoss@sworcs.ac.uk website: www.patoss-dyslexia.org TABLE OF CONTENTS To Schools and Parents ........................................................................................................................4 Further Copies ..................................................................................................................................4 Acronyms Appearing in this Resource Booklet................................................................................4 1 Specific Learning Difficulties ...............................................................................................................5 1.1 What is a Specific Learning Difficulty (SpLD) ? ...........................................................................5 1.1.1 The identification of a specific Learning difficulty .................................................................5 1.1.2 Child Development Centres (CDCs) .......................................................................................6 1.2 National Organisations ...................................................................................................................6 2 Dyslexia.................................................................................................................................................7
A Deeper Understanding of Dyslexia Julia Stanford Action Research Contents 1. Introduction .............................................................................................................................. 3 2. Action Research ......................................................................................................................... 6 i. Research ................................................................................................................................ 7 ii. Action plan ............................................................................................................................ 7 iii. Reflect and evaluate action .................................................................................................... 7 a. Dyslexia display .................................................................................................................. 7 b. Leaflets .............................................................................................................................. 8 c. Staff training/workshop organised. .................................................................................... 8 3. What is dyslexia? ................................................................................................................... 8 4. The possible effects to learning .............................................................................................. 9 5. A gift or a curse ...................................................................................................................
Achievement for All Working with Children with Special Educational Needs in Mainstream Schools and Colleges
Achievement for all Working with children with special educational needs in mainstream schools and colleges Professional development series ATL is the union for education professionals across the UK. Active in the maintained, independent and post-16 sectors, we use our members’ experiences to infl uence education policy, and we work with government and employers to secure fair pay and working conditions. From early years to HE, teachers to support staff, lecturers to leaders, we support and represent our members throughout their career. Not yet a member? To be part of the union that puts education fi rst, join ATL today. As a member you will have peace of mind knowing ATL offers fi rst-class support, insurance protection, professional advice and representation, plus unrivalled publications, resources and continuing professional development for your personal and professional development. To join or check our competitive rates, including special offers for students and newly qualifi ed members, visit www.atl.org.uk/join or call 0845 057 7000.* * Terms and conditions available online. Local rates apply. Already a member? You’ve joined us, now join in and get on. Getting involved with your union is the best way to achieve effective change, both in working conditions and in education. And it can enhance your professional development too. There are many ways to get involved, from giving your views on education policy to attending one of our training courses or becoming the ATL rep for your workplace. Look up www.atl.org.uk/getinvolved for more. Contents Introduction 2 Special educational needs and mainstream education 2 1.
08 12 21 New interventions Accessibility and English as a second for children inclusivity language Volume 29, Number 2. Autumn 2019 The Journal of The Dyslexia Guild Celebrating 25 years of The Dyslexia Guild Welcome Welcome to the Autumn edition of Dyslexia Review. Fellowsofthe Dyslexia Guild: From theleftLaura CareyFDG This issuecontinues our celebrationsfor 25 years of theDyslexiaGuildand andLouise Vander Valk FDG. 50 years of Dyslexia Review.Our Summer Conferencetook place in London in June andwas agreat opportunityfor ustomeetmembers andcelebrate our doublehappy birthday. We hope that those of youwho attended enjoyed theevent andlook forwardtomeeting more of youatnextyear’sconference 50 which will be held at Bath University, a2020event foryour diary. years of Dyslexia Review Dr Robert Savage andhis team of researchers presenttheir findings on promisinginterventionsfor childrenwithdyslexia; interesting international research that investigatesthe impact of carefullyevaluated theory-driven 25 interventionsfor persistent poor readers. We also presentanaccessibility years of the andinclusivity follow-onfeature from ArranSmith,who presentedatthe Dyslexia Guild conference,withhighlights andfurther detailsfor youtoexploreonthis topic. This year’s conference slides can be foundonthe GuildMembers’website. TheDepartmentfor Education hasnow advisedthatfromFebruary2019, adyslexia/ 1,500+ Guild Members, UK SpLDassessment,conducted at anyage,will be accepted as evidence foraDisabled and International StudentAllowance.Where such an assessment is
JOIN the the DYSLEXIADYSLEXIA GUILD! Thethe Professionalprofessional Body Body of Dyslexiadyslexia Action Action
Volume 28, Number 1 www.dyslexiaaction.org.uk/dyslexia-guild Autumn/Winter 2017 JOIN THE THE DYSLEXIADYSLEXIA GUILD! TheThe ProfessionalProfessional Body Body of DyslexiaDyslexia Action Action Who is is it it for?for? For anyoneanyone with witha a generalgeneral or or professional professiona interestl interes int in dyslexia.dyslexia. MembersMembers includeinclude teachers,teachers, SENCos, SENCos, teachingteaching assistants, assistants, FE FE andand HE tutors, tutors, parents,parents, assessors,assessors, andand other other advisoryadvisory specialists.specialists. The Aim Aim We aimaim to promotepromote discussion,discussion, informationinformation andand researchresearch as as wellwell as keepingkeeping membersmembers informedinformed of of developmentsdevelopments in in the the field field throughthrough publicationpublication andand distribution.distribution. GroupGroup membership membership BenefitsBenefits isis alsoalso availableavailabl toe to schools, library • MembershipMembership ofof ourour specialistspecialist librarylibrary withwith accessaccess to to online online schools, library booksbooks andand journalsjournals services,services, publisherspublishers and other groups. • DyslexiaDyslexia ReviewReview magazinemagazine t wicetwice a a year year and other groups. • ConferencesConferences andand eventsevents atat reducedreduced ratesrates YouYou get get two two copies copies of of the the • GuildGuild GalleryGallery electronicelectronic newsletternewsletter DyslexiaDyslexia Review Review and and discounteddiscounted rates
Teachers' Perceptions of Knowledge and Professional
TEACHERS’ PERCEPTIONS OF KNOWLEDGE AND PROFESSIONAL DEVELOPMENT REGARDING RECOGNIZING CHARACTERISTICS OF DYSLEXIA IN STUDENTS IN THE GENERAL EDUCATION CLASSROOM ___________ A Dissertation Presented to The Faculty of the Leadership and Counseling Department Houston Baptist University ___________ In Partial Fulfillment of the Requirements for the Degree of Doctor of Education ___________ by Malissa Childers May 2020 TEACHERS PERCEPTIONS OF PROFESSIONAL DEVELOPMENT REGARDING RECOGNIZING CHARACTERISTICS OF DYSLEXIA IN STUDENTS IN THE GENERAL EDUCATION CLASSROOM by Malissa Childers ___________ APPROVED: ____________________________________ John Spoede, PhD Committee Chair ____________________________________ Angie Durand, EdD Committee Member ____________________________________ Darby Hawley, PhD Committee Member ____________________________________ Julie Fernandez, EdD Dean College of Education & Behavioral Sciences ____________________________________ Walter Bevers, EdD Program Director Doctor of Education in Executive Educational Leadership This dissertation follows the format and style of the Publication Manual of the American Psychological Association, Sixth Edition except where superseded by directions from the Director of the Doctor of Education in Executive Educational Leadership Program at Houston Baptist University. DEDICATION For God gave us a spirit not of fear but of power and love and self-control. 2 Timothy 1:7 I AM HERE! Although, few words “I AM HERE” represents the power and self-control, God graced upon me to seek and obtain a doctorate degree. A milestone unachievable without the love and support of my family. This dissertation is dedicated to my parents Marilyn and Bill Childers and my son Cade Lipps. Mom and Dad, you have always been my biggest supporters all the while showing me what it means to hang in there despite the odds. Thank you for instilling in me the confidence to know I can do anything I put my mind to.
Dyslexia and Specific Learning Difficulties – Self-Study Task 7
Special educational needs and/or disabilities Training toolkit For PGCE trainees Cognition and learning Dyslexia and specific learning difficulties Self-study task 7 Introduction to the self-study tasks These self-study tasks are designed to help trainee teachers on PGCE courses learn more about teaching pupils with special educational needs (SEN) and/or disabilities. They can be used as stand- alone activities or to supplement and extend taught sessions on SEN and disability provided by the school or local authority. There are 17 self-study tasks in all. Each task will take about two hours to complete, excluding practical activities. Every Child Matters SST1 Inclusion and Every Child Matters SST2 SEN and disability legislation SST3 English as an additional language and SEN SST4 Children’s needs and development SST5 ICT and SEN Cognition and learning SST6 Moderate learning difficulties SST7 Dyslexia and specific learning difficulties SST8 Working memory Behavioural, emotional and social needs SST9 Behavioural, emotional and social difficulties Communication and interaction SST10 Speech, language and communication needs SST11 Autistic spectrum disorders Physical and sensory impairment SST12 Visual impairment SST13 Hearing impairment SST14 Handwriting SST15 Developmental coordination disorder/dyspraxia Working in partnership SST16 Working with colleagues in school SST17 Working with parents/carers and other professionals SessionSelf-study 3 task 7 2 OverviewDyslexia and of thespecific inclusion learning statement difficulties DeCognitionvelopment and and learning diversity How to use the materials This is an online resource. Some of the tasks are for you to do on your own; others are particularly suitable to do working with a partner. Where some of the tasks ask you to record information you need to print out the relevant material first.