Education Seminar Schedule

Bringing together a host of recognised speakers in the field of dyslexia, all of our Education seminars are CPD Certified. Build your CPD portfolio at the Dyslexia Show. You will receive a CPD Certified certificate for each seminar you attend. Ideal for teachers, SENCo’s and education professionals, the Dyslexia Show will enable you to develop your knowledge of teaching students with dyslexia. To attend any of the seminars below, you will need to register and then purchase an Education seminar ticket £17 per person per session.

Day 1 – Friday 25th March

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10:45AM – 11:30PM

Room 5

Dyslexia and Auditory Processing

Dr Lindsay Peer CBE

Click HERE to read the full description.

Approximately 5% of school-age children have some type of auditory processing disorder and according to the National Institutes of Health in children with learning difficulties the prevalence of auditory processing disorder has been found to be 43%. In addition, around 50% of children with dyslexia also have coexisting Auditory Processing Disorder (Auditory Processing Center). The speaker will explain the condition, how it overlaps with dyslexia and how to support children with this condition in school.

Dr Lindsay Peer
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11:45AM – 12:30PM

Room 5

The role of materials and visual images in teaching maths

Prof Steve Chinn

Click HERE to read the full description.

Key figures in the history of maths, such as Bruner and Cockcroft, have written about the vital role materials and visual images play in learning maths. My forty years of experience of teaching and researching in the maths for special needs field has taught me that these ‘aids to learning’ are essential for students with dyscalulia and maths learning difficulties, but also are beneficial to all learners. The session will look at practical examples of the use of these aids to develop maths skills and concepts from counting to algebra (via fractions!)

Steve Chinn
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2:00PM – 2:45PM

Room 5

Dyscalculia and Singapore Maths- is it the best approach?

Judy Hornigold

Click HERE to read the full description.

This session will explore how the difficulties of the dyscalculic learner can be supported by using a mastery approach to teaching maths. It will look at effective use of a range of manipulatives and strategies to build visualisation and number sense.

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3:00PM – 3:45PM

Room 5

‘2020 Visions for Dyslexic Students from the Multi-sensory Toolkit

Dr Susie Nyman

Click HERE to read the full description.

The seminar will be a lively interactive practical presentation which will inspire children with dyslexia to become grade risers and ultimately achieve stellar results. Susie will showcase innovative tried and tested easy-to-replicate ‘Multi-Sensory Techniques’ from her ‘Multi-sensory Toolkit’ she uses with her students at The Sixth Form College, Farnborough. Many are now available free on YouTube, as well as in ‘The Multi-sensory Toolkit’ published by Oaka Books.

Dr Susie Nyman
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4:00PM – 4:45PM

Room 5

Understanding dyscalculia and maths learning difficulties

Pete Jarrett

Click HERE to read the full description.

This talk will investigate some of the barriers to learning mathematics, including dyscalculia and dyslexia. This is an introductory talk aimed at parents, students and teachers who want to know more about the causes and indicators of mathematics learning difficulties and what is likely to help support people who struggle in this area.

Peter Jarrett
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10:45AM – 11:30PM

Room 2

The Importance of Developing Motor Skills for Handwriting

Cathy Parvin

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One of the common reasons children struggle with handwriting is due to poor motor skills. This informative session explains why developing pre writing skills is important in helping children master handwriting and prevent problems occurring.

Cathy Parvin
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11:45AM – 12:30PM

Room 2

How emotional intelligence can help the parent / teacher relationship when supporting a dyslexic child

John Hicks

Click HERE to read the full description.

When negotiating support for a dyslexic child in school the parent/teacher relationship will be affected by thoughts and emotions that come about from experiences of dyslexia. Parenting and Neurodiversity Coach, John Hicks will explore how Emotional Intelligence being used on both sides of the relationship can build more fruitful working relationships that can positively impact the support for a dyslexic child.

John Hicks
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12:45PM – 1:30PM

Room 2

A National SEND Update

Lorraine Petersen OBE

Click HERE to read the full description.

This session I will update delegates on current policy on supporting pupils with SEND from a government, local authority and schools point of view. The session will also offer information about recent or proposed changes that have been announced in the last year including the SEND Review, the Ofsted/CQC Local Area Inspections and any updates on the Ofsted Education Inspection Framework in relation to SEND. I will also consider the impact of COVID 19 on our most vulnerable children and young people. 

Lorraine Petersen
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2:00PM – 2:45PM

Room 2

Shining the spotlight on literacy difficulties in the UK’s classrooms

Driver Youth Trust

Click HERE to read the full description.

This session will help untangle the complexities of literacy difficulties in the classroom, looking at small changes to teaching practice AND learner experience to create ripples of impact when extend beyond your classroom’s walls.

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3:00PM – 3:45PM

Room 2

Exam access arrangements for learners with literacy difficulties

Liz Horobin

Click HERE to read the full description.

In this seminar, we’ll consider the literacy skills learners need to complete exams successfully and analyse where and why those with dyslexia and other SpLD may have difficulties. We’ll then go on to explore the various exam access arrangements available, matching them to the appropriate and relevant areas of difficulty, and the processes involved in making an application.

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4:00PM – 4:45PM

Room 2

A Big Bowl of Self-Esteem – practical strategies to improve self-esteem in learners with SpLD

Claire Harvey

Click HERE to read the full description.

We know that a learner’s level of achievement, their behaviour and engagement can be strongly influenced by how they think and feel about themselves – their self-esteem. So many learners with SpLD have low self-esteem. This talk will briefly touch on some of the causes of low self-esteem and the potentially devastating impact of low self-esteem. But most importantly, this talk will provide attendees with simple, practical strategies and activities that could significantly raise the self-esteem of their learners with SpLD.

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10:30AM – 11:15AM

Room 3

Navigating the SEN maze: entitlement, provision and Appeals

Hayley Mason

Click HERE to read the full description.

This presentation will give parents a basic understanding of what their child is entitled to and how to go about achieving it. It will discuss requests for EHC Needs Assessments, what to expect in an EHC Plan, common problems with EHC Plans, situations where parents should appeal and an outline of how to Appeal. It will also include helpful advice to navigating the ‘maze’ that surrounds legal entitlement for children and young persons with special educational needs.

Hayley Mason
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11:30AM – 12:15PM

Room 3

What it is like to be a dyslexic student in the classroom and how they can be supported

David Williams

Click HERE to read the full description.

This will include exercises to put you in the position of a dyslexic student and practical tips to help them in a lesson without increasing work load.

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12:30PM – 1:15PM

Room 3

Becoming a confident and competent assessor.

Katrina Cochrane

Click HERE to read the full description.

Katrina Cochrane will be presenting a guide on how to be a confident and competent assessor based on 20 years of assessing for dyslexia. Her talk will encompass latest advice from SASC and will address some of the pitfalls to avoid when making an APC renewal. Katrina is an experienced dyslexia specialist who set up her own company Positive Dyslexia Ltd three years ago having been Head of Education and Policy at the BDA. She remains a member of the BDA Accreditation Board and a Trustee of the Adult Dyslexia Centre

Katrina Cochrane
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1:45PM – 2:30PM

Room 3

Diagnosing dyscalculia and maths learning difficulties

Prof Steve Chinn

Click HERE to read the full description.

This session will look at a protocol for diagnosing maths learning difficulties and dyscalculia and how to use a clinical approach to maximise the information gathered and interpreted. The tests and activities discussed are taken from the best selling diagnosis manual, ‘More Trouble with Maths.’

Steve Chinn
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2:45PM – 3:30PM

Room 3

Using assistive technology that makes a difference

Myles Pilling

Click HERE to read the full description.

We will be looking at the tools that can help dyslexics overcome learning barriers and become more independent in their recording and access to learning. Using cloud based and bespoke apps to demonstrate how these important apps can improve outcomes. 

pilling
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3:45PM – 4:30PM

Room 3

Can understanding morphology help literacy development in dyslexic readers?

Prof Julia Carroll

Click HERE to read the full description.

We know that most children with dyslexia show particular difficulties with phonology. This project investigates how much children use morphology to compensate for these difficulties. Knowledge of a word’s morphemes can help us to read and write unusual words such as ‘health’ (which contains ‘heal’). It can also act as a powerful vocabulary-learning tool. If children with dyslexia are aware of this information, they could use it to help improve their spelling and reading. I examine morphological awareness and use of morphological strategies in literacy in children with dyslexia, asking to what extent children with dyslexia use these strategies. I argue that students with literacy difficulties are sensitive to morphological information, but may have difficulties representing it in a structured way. If this is the case, then a highly structured approach to teaching morphological skills may be most effective for these students.

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10:45AM – 11:30AM

Room 4

Neurodiversity, talent and education

Amanda Kirby

Click HERE to read the full description.

Aims of the session: We will explore what neurodiversity is and related terminology, discuss talents associated with ND, consider what universal design means in reaching all learners and discuss some practical ways to implement this.

Hayley Mason
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11:45AM – 12:30PM

Room 4

Dyslexia, Stress and Anxiety

Samantha Garner

Click HERE to read the full description.

Having Dyslexia commonly leads to increased anxiety and stress levels. This session will look at why that is and the impact of stress/anxiety on us mentally and physically. It will also provide proven tools and techniques to help dyslexic adults and children learn to manage their anxiety effectively and reduce their stress levels. One way of doing that is laughter so it will also look to include some of that.

Samantha Garner
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12:45PM – 1:30PM

Room 4

The importance of specialist teaching methods in supporting those with Dyslexia during intervention.

Lynn Lovell

Click HERE to read the full description.

This talk will describe specialist teaching methods as part of a specific programme of support for learners with Dyslexia. It will highlight key approaches to teaching literacy skills and outline the reasons why these approaches are so important. The talk will include information about courses run by The British Dyslexia Association which teach these methods and can lead to a professional qualification in specialist teaching.  

Katrina Cochrane
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2:00PM – 2:45PM

Room 4

Cross curricular support for dyslexic pupils

Dr Faye Favill

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Supporting dyslexic pupils with Maths, Cross curricular support for dyslexic pupils and the Collaboration between the PE Department, OT and SEN specialist support teachers.

Steve Chinn
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3:00PM – 3:45PM

Room 4

Inclusive Classrooms

Abigail Hawkins

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A presentation based on the 8Rs (plus a few extras) from the Inclusive Classroom with a specific focus on how each of these can be applied to students with reading and spelling difficulties.

Adam Gordon
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4:00PM – 4:45PM

Room 4

Effective Ways to Support Dyslexic Learners in the Classroom

Lucy Coy and Jonathan Coy

Click HERE to read the full description.

Jonathan Coy, BA (QTS) Hons NPQH FCCT 

As an experienced Headteacher, Trustee, Deputy CEO of an Academy Trust, Governor and school leader for many years, Jonathan Coy has established a highly popular SLT Network for school leaders and ensuring that they have the support and information they need. He is also a Fellow of The Chartered College of Teaching. He is a regular speaker about school leadership during webinars and podcasts.  

You can listen to Jonathan’s latest podcast here: 

https://www.youtube.com/watch?v=ow3UOkaKO_4 

Lucy Coy, BA (QTS) Hons, NASENCO, MCCT  

Lucy is also an experienced school leader, and has been an Acting Headteacher, a Deputy Headteacher, an Assistant Headteacher and an Inclusion Lead. Lucy was instrumental in leading a school from Special Measures to Good in less than a year, which resulted in contributing to a book written by Dame Alison Peacock, ‘Assessment for Learning Without Limits.’ Lucy is now a creator of school leader planners and joint CEO of HeadteacherChat, offering support and services for school leaders. Lucy is also a Member of The Chartered College of Teaching. 

Samantha Garner

Day 2 – Saturday 26th March

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10:45AM – 11:30AM

Room 5

Examination Access Arrangements for Learners with Reading Difficulties

Lia Castiglione

Click HERE to read the full description.

Examination access arrangements are put in place for learners who are unable to demonstrate their knowledge and understanding in assessments due to a difficulty or disability. This session will explore the range of examination access arrangements/reasonable adjustments available for learners with reading difficulties. The criteria and evidence requirements for each arrangement will be discussed and the process to apply for the arrangements will be detailed.

Neil Mackay
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11:45AM – 12:30PM

Room 5

Structuring Inclusion, Difficulty and Differences, and Mental Health

Dr Angela Thompson

Click HERE to read the full description.

It has long been known that dyslexia-SpLD has links with mental health difficulties, commonly anxiety and depression, and it’s also understood that around 50-60% of people with attention deficit hyperactivity disorder also have dyslexia. How these difficulties were linked with dyslexia and interacted with each other has not been actively explored, particularly how the environment can help or hinder a child’s progress and presentation of dyslexia-SpLD, mental health issues and ability to reach potential. An innovative study set out to explore why children with dyslexia had failed to make the kind of progress that research suggested they could. It identified two elements of importance firstly what the structure of education really was, and secondly how that structure interacted with individual child risk creating a mechanism for failure. This session will outline those findings and, in the process, suggest ways of tackling the unacknowledged barriers to progress.

Neil Mackay
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12:45PM – 1:30PM

Room 5

Maths Anxiety and Mindset- can we change the way we think about Maths?

Judy Hornigold

Click HERE to read the full description.

This session will explore the causes of maths anxiety and the many ways that this can affect learners. It will look at strategies to overcome anxiety and how to change our learners’ beliefs about themselves and their ability to do maths.

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2:00PM – 2:45PM

Room 5

Remote and in-person teaching for HE students with dyslexia post Covid – starting the conversation

Dr Maria Reraki and Vikki Anderson

Click HERE to read the full description.

The challenges faced by learners with dyslexia in Higher Education (HE) settings can affect academic performance and self-esteem if appropriate support is not in place (e.g., Callens et al., 2012; Elsherif et al., 2021a). A recent study showed that the difficulties dyslexic students experience in HE can be exacerbated in remote learning environments, with dyslexic students showing reduced academic achievement and lower motivation (Zawadka et al., 2021). As blended learning and teaching is becoming the norm in the post-Covid era, this presentation will discuss the implications of remote learning for HE students with dyslexia and explore measures for the provision of appropriate support.

Neil Mackay
Neil Mackay
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3:00PM – 3:45PM

Room 5

Adolescents with Dyslexia: Risk, Resilience and Opportunity

Tilly Mortimore

Click HERE to read the full description.

Teenagers with dyslexia face special challenges connected with the changes they face physically, emotionally and practically. Early adolescence may also be the time when dyslexic-type difficulties with literacy and academic work combine with emotional uncertainties to undermine confidence and increase stress. This session will explore the nature of dyslexic differences at this frequently challenging stage and highlight principles upon which secondary schools and families can provide support.

Dr. Tilly Mortimore
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10:45AM – 11:30AM

Room 4

Navigating the SEN maze: entitlement, provision and Appeals

Hayley Mason

Click HERE to read the full description.

This presentation will give parents a basic understanding of what their child is entitled to and how to go about achieving it. It will discuss requests for EHC Needs Assessments, what to expect in an EHC Plan, common problems with EHC Plans, situations where parents should appeal and an outline of how to Appeal. It will also include helpful advice to navigating the ‘maze’ that surrounds legal entitlement for children and young persons with special educational needs.

Hayley Mason
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10:45AM – 11:30AM

Room 4

Teaching with Comics – Schoolwork reimagined

Rossie Stone

Click HERE to read the full description.

Rossie is dyslexic and spent most of his school years being at the bottom of his classes and even being seen as “stupid” by many of his peers. 

He has since become the creator and founder of Dekko Comics Ltd, a company that turns schoolwork and information into entertaining comic stories. This work is based on a technique he came up with for himself towards the end of his school career, which in turn gave him his first grade A in an academic exam! 

Rossie has won awards such as Young Edge and the SME Business Awards and been nominated for several more such as the National Diversity Award and Dyslexia Awareness Award. He has also been featured on BBC News, STV and having done 3 TEDX Talks. All of which to spread the word of his dream to make education accessible and fun for all and lose the stigma of “stupidity” that often surrounds those with neurodiversity.

Hayley Mason
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12:45PM – 1:30PM

Room 4

Dyscalculia and Maths Learning Difficulties – Causes and Support

Brenda Ferrie

Click HERE to read the full description.

This presentation will look at what are the causes of dyscalculia and maths learning difficulties. It will give practical advice about how to support learners.

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2:00PM – 2:45PM

Room 4

Support for Dyslexia: practical and pragmatic school-based strategies

Helen Ross

Click HERE to read the full description.

Funding crises and increased awareness of dyslexia and similar literacy difficulties means that many of our students need extra support and adjustments so that they can access the curriculum appropriately. This seminar, aimed at those working to support young people with dyslexia, presents general strategies that can be applied in a classroom and offers an overview of more specialised interventions. These are shown through case studies in different contexts to show how the interventions may work in your setting.

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3:00PM – 3:45PM

Room 4

Executive Functions are the Cogs behind Cognition: Neuroplasticity, Executive Functions, Dyslexia and Neurodiversity

Victoria Bagnall

Click HERE to read the full description.

Executive functions are the brain processes needed to develop strong character, resilience and metacognition in children and young people. They are responsible for our thinking, feeling and our actions, they are the cognitive processes which allow us to filter distractions, prioritise tasks, set and achieve goals, and control impulses. These are many of the skills that underpin learning and behaviour, and enable young people to function with a reasonable degree of independence. People with executive function challenges for example with dyslexia, dyspraxia, ADHD, and ASC, can struggle with their executive functions such as with planning and prioritising, organisation, time management, working memory, sustained attention, impulse control, frustration tolerance and emotional regulation. Equally young people from lower social economic status, and or have experienced trauma, their executive function may be challenged. We need these skills in order to flourish in life, poor executive functioning can negatively impact on academic achievement, job outcomes and emotional wellbeing. The talk will focus on neuroscience neuroplasticity, executive functions and where they take place in the brain and how executive functions impact learning, self regulation, resilience, metacognition, and ultimately character. Imogen will explore, recognise and explain the different approaches to explicitly developing executive functions which can be employed in the home, classrooms, higher education, work, and transitions. The Connections in Mind Foundation feel it is a democratic imperative that we explicitly work with ALL children, young people and adults to improve their executive functioning so that they learn the tools they need to flourish.

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10:30AM – 11:15AM

Room 3

Maths 4.0

Pete Jarett

Click HERE to read the full description.

As we move into the fourth industrial revolution how can we know about the development of arithmetical knowledge and the usefulness of AI informed learning to allow us to solve the problem of low numeracy skills? The costs of poor mathematical skills are well evidenced, both for the individual and the country. Can we develop learning platforms and new approaches to teaching that allow us to target precisely the knowledge learners need to know rather than place them into traditional classes where maths teaching and learning can be challenging?

Peter Jarrett
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11:45AM – 12:30PM

Room 3

Managing ADHD

Fintan O’Regan

Click HERE to read the full description.

Attention Deficit Hyperactivity Disorder is a term used to describe a spectrum of Learning, Behavioural and Socialisation differences. It is estimated to affect between 5 to 8% of the population and can result in significant long term difficulties for the individuals concerned, their families and for society as a whole. This presentation will consider how to best support individuals with symptoms of ADHD and co-existing conditions and will outline a range of strategies to deal with difficult, disruptive and defiant behaviours.

Fintan O'Regan
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12:30PM – 1:15PM

Room 3

Creating a culture of mental health and wellbeing for pupils and staff

Kerry Hill

Click HERE to read the full description.

With increasing levels of children experiencing mental health issues and 72% of educational professionals describing themselves as stressed (Teacher Wellbeing Index 2019), it has never been more important to focus on mental health and well-being in our schools. This seminar, led by Kerry Hill, Head Teacher of Eyres Monsell Primary School, Leicester, (Princess Royal Training Award recipients for staff CPD on mental health and wellbeing and the first school in the country to gain the Mental Health in Schools Gold Award) will share a schools’ experiences of embedding mental health and wellbeing as a golden thread across the schools’ culture. There will be lots of practical ideas to take away on how you can start thinking about developing a culture for wellbeing in your own school.

Kerry Hill
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1:45PM – 2:30PM

Room 3

Challenging Behaviour: #flipthenarrative

Callum Wetherill

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During the session, we will look at sharing best practice in understanding human behaviour and how we can support pupils to achieve their potential through nurture, restorative and relational practice.

Callum Weatherill
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2:45PM – 3:30PM

Room 3

Learning from each other: Strategies to support children with literacy difficulties when planning mixed ability groupings

Dr Amelia Roberts

Click HERE to read the full description.

Dr Amelia Roberts will talk about the problems with ability groupings and think about strategies to help teachers experiment with more fluid ability groupings for the benefit of all pupils. Teachers should expect to learn about findings from the ‘Social Pedagogy in Groupings’ project, with access to the website which includes free lesson plans. Teachers will come away with ideas about pre-teaching, designing groups, teaching groupwork skills and lesson planning ideas to maximise their effectiveness in teaching mixed ability groups.

Hywel Roberts