This highly interactive teacher training course provides a solid introduction to the challenges of dyslexia and 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 dyslexia and dyscalculia 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.
After registration, participants on this course programme will receive:
At the end of the course, you will:
The course ends with an evaluation session, in which you will be asked to reflect upon the knowledge you have gained during the course.
You will also be encouraged in this session to create a Personal Development Action Plan, and select activities that you would like to try out in your own classes.
You will also be invited to join the York Associates Community, which allows networking and contact with the trainers and fellow participants from the programme, as well as learners from York Associates’ other courses.
There is also the opportunity for follow-up online training sessions to further consolidate your learning and reflect on how you are implementing what you learnt on the course into your own contexts.
Please note that these trainers might not be the actual trainers delivering your course.
|Week 1||Session One||Session Two||Session Three|
|MONDAY||Group work: examining attitudes to dyslexia|
Group work: signs and symptoms of dyslexia
|Video session: listening to interviews with dyslexic people (their experience)||Input: deepening our understanding of dyslexia – three approaches:
Group work: “Famous dyslexics”
|TUESDAY||Legal aspects of dyslexia in the UK and EU (legislation)|
Group work: navigating the legal minefield (case studies)
|Input: ethical dilemmas with dyslexia|
How dyslexic people see themselves / their struggles with others’ attitudes
- what is discrimination?
- ethical issues involved with dyslexia
- how should these ethical issues be resolved?
|WEDNESDAY||Discussion: applying the cognitive approach to teaching practice||Pair work and input: multi-sensory approaches to teaching|
Input: reporting on and assessing dyslexia in others
|Informal presentations – how diagnostic reports can help trainers
Dyslexics reporting on their experiences in the classroom
|THURSDAY||Dyslexia and your teaching situation|
What is a dyslexia-friendly website?
Group work: can we change our:
- training establishment
- learning environment?
Pair work: creating an informal ‘code of practice’
|Free time / self-study|
|FRIDAY||Input: setting goals for personal and institutional improvement|
Creating a personal action plan for the future
|Group work: Presentations||Individual work: “A letter to myself – where I want to be in the future”
Next steps: resources, further qualifications, certification etc.