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

}

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
}

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
}

12:45PM – 1:30PM

Room 5

Quality First Teaching Strategies: If it Works for Dyslexic Learners it benefits everyone!

Beccie Hawes

Click HERE to read the full description.

This talk will focus upon simple, practical strategies to support dyslexic learners in the classroom. Not only will the strategies explored support dyslexic learners to maximise their learning and make accelerated progress, they will benefit all learners as part of an inclusive approach. All strategies explored will be simple, effective and easy to deploy on a Monday morning!

Beccie Hawes
}

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.

}

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
}

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
}

10:45AM – 11:30PM

Room 2

The Importance of Developing Motor Skills for Handwriting

Cathy Parvin

Click HERE to read the full description.

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
}

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
}

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
}

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.

}

3:00PM – 3:45PM

Room 2

A talk from Patoss

Patoss

Click HERE to read the full description.
Patoss Logo
}

4:00PM – 4:45PM

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.

}

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
}

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.

}

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 also of SASC.

Katrina Cochrane
}

1:45PM – 2:30PM

Room 2

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
}

2:45PM – 3:30PM

Room 3

Using technology to beat your barriers

Adam Gordon

Click HERE to read the full description.

Everyone has aspects of life which they find challenging. These are your barriers and they get in the way. They might get in the way of learning or communicating. They might get in the way of getting to places on time or getting places at all.  In this session Adam Gordon will discuss how technology can help remove, overcome or work around our barriers. We will look at the broad range of ways technology can assist inclusion for EVERYBODY. There will be some specific examples of tech which you might be able to take into your classroom next week without spending a penny. 

Adam Gordon
}

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.

Day 2 – Saturday 26th March

}

10:45AM – 11:30AM

Room 5

Get it right for the Dyslexia Spectrum – get it right for all

Neil MacKay

Click HERE to read the full description.

This presentation models a number of high impact, evidence validated whole class accommodations that accelerate the learning of all in a class while being especially effective for those students who think faster than they read, write, spell and get ideas down on paper with potential gains of up to 20 months progress in 12, these inclusive habits of outstanding teachers empower teachers to help individuals without always needing to give individual help and contribute to closing the learning gap. Target audience: KS1-KS4+

Neil Mackay
}

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
}

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.

}

2:00PM – 2:45PM

Room 5

Can’t write, won’t write – and you can’t make me

Neil MacKay

Click HERE to read the full description.

Building on Neil’s workshops and webinars around developing narrative and fiction, this presentation uses the same strategies to model ways to develop discussion/discursive writing and persuasion with our reluctant writers. As ever, the strategies are firmly based on the psychology of learning and, in particular, on multi-sensory ways to defeat the “forgetting curve”, something which is reported to limit the effectiveness of popular whole class extended writing approaches for students with issues around working memory and speed of processing.

Neil Mackay
}

3:00PM – 3:45PM

Room 5

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.

}

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
}

12:45PM – 1:30PM

Room 4

A talk from the British Dyslexia Association

British Dyslexia Association

Click HERE to read the full description.
BDA Logo
}

2:00PM – 2:45PM

Room 4

Cross-curricular support for dyslexic pupils

Dr Faye Favill from St David’s College

Click HERE to read the full description.

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

}

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.

}

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
}

11:45AM – 12:30PM

Room 3

Managing ADHD

Fintant 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
}

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
}

1:45PM – 2:30PM

Room 3

Challenging Behaviour: #flipthenarrative

Callum Wetherill

Click HERE to read the full description.

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
}

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