Dyscalculia in the Teaching Environment
What is the course about?
This highly interactive teacher training course provides a solid introduction to the challenges of dyscalculia in education. The course covers a broad span of ideas and activities to enliven lessons and make them more motivating, and places a strong emphasis on developing practical skills and outcomes for the classroom. The course is useful for both those with some experience of dyspraxia and those new to the condition. Key topics will be addressed, including characteristics and diagnostic criteria, a structured approach to teaching, recognising different types of discriminatory or exclusive behavior, and understanding the causes of challenging behaviours, with the aim of developing a range of best practices. Included is an optional team-building activity.
Frequently Asked Questions
After registration, participants on this course programme will receive:
- a pre-course questionnaire which will enable trainers to learn about the participants’ backgrounds
- information about the Europass Mobility Certificate
- a recommended reading list to prepare participants for various aspects of the course
- information about York to prepare teachers for their cultural experience.
At the end of the course, you will:
- have an understanding of what dyscalculia is, and how it fits into the dyslexia spectrum
- have practical ideas on how to teach those with dyscalculia, while not negatively affecting other students
- understand key challenges, including managing learning styles, minimising discriminatory behaviour, and creating an inclusive learning environment for all
- be able to understand the positive aspects of dyscalculia in order to create a positive learning space for all
- have enjoyed a positive environment in which to share best practices and exchange ideas with each other
If you are from a country outside of the European Economic Area (EEA) or Switzerland, you will need a visa. Students from certain countries do not need to apply for a visa before arriving in the UK. You can check if you need to apply for a visa on the UK Visas and Immigration website.
In the unlikely event of a course not recruiting sufficient numbers you would be offered an alternative.
Do you have any more questions?
Resources
Fast Facts
Start date(s)
- February 17, 2020
- April 20, 2020
- August 3, 2020
Max. group size
Min. age
Minimum CEF level
Course materials
Hours
Is Erasmus+ funding available?
Price
Booking fee
Testimonials
Meet the trainers
Sample Course Programme
| Session One | Session Two | Session Three | |
|---|---|---|---|
| MONDAY | Ice-breaker Introduction to the course: objectives and methodology | Group work: Examining attitudes to dyscalculia. what is dyscalculia? what are our attitudes? Two kinds of dyscalculia | Output: Participants work on a presentation to deliver in their own educational context. |
| TUESDAY | Deepening our understanding of dyscalculia – three approaches: - cognitive - scientific - pragmatic Understanding our own aims and purposes | The cognitive understanding of dyscalculia The relationship between maths and numbers | Output: Participants work on a presentation to deliver in their own educational context. |
| WEDNESDAY | The scientific understanding of dyscalculia | A pragmatic understanding of dyscalculia Practical techniques for creating an accessible learning environment | Output: Participants create a lesson plan / deliver a lesson for students with dyscalculia based on their learning up to now Other participants exchange views in order to help develop this plan |
| THURSDAY | Teaching Techniques: Practical teaching techniques for learners with dyscalculia | Teaching Techniques: Practical teaching techniques for learners with dyscalculia | Output: Participants create a lesson plan / deliver a lesson for students with dyscalculia based on their learning up to now Other participants exchange views in order to help develop this plan |
| FRIDAY | Teaching Methodologies: Practical and inclusive teaching methodologies for learners with dyscalculia | A whole-school approach: Including every aspect of the learning environment | Output: Participants create and deliver a guided presentation to the group on the key learning they have experienced Personal Action Plan further professional development |
