This highly interactive teacher training course provides a solid introduction to the challenges of dyslexia 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 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 behaviour, and understanding the causes of challenging behaviours, with the aim of developing a range of best practices. Included is an optional team-building activity.
25 Feb – 01 March 2019
15 – 19 April 2019
17 – 21 June 2019
15 – 19 July 2019
07 – 10 October 2019
This course is for all professionals who want to better understand the challenges of dyslexia within the professional environment. You will learn about what dyslexia is, how it affects the teaching and learning environments, and why understanding dyslexia is so important. Those who will benefit include teachers, teaching assistants, school heads, counsellors, and teacher trainers. This course can also be combined with other SEN courses in consecutive weeks for form a two-week course. Participants need to be at a minimum B1 level of English.
After registration, participants on this course programme will receive:
a pre-course questionnaire which will enable trainers to learn about the participants’ teaching 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
By the end of the course participants will:
have an understanding of the dyslexia spectrum, and what “the dyslexic spectrum” means
have practical ideas on how to teach those with dyslexia, 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 dyslexia 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
Sessions raise and deepen awareness of dyslexia. An interactive communicative approach is applied, which provides participants with their own experiential learning of the activities and methodologies. Input sessions are in the form of hands-on workshops and involve brainstorming, analysis, problem-solving, and role-play, both in pair work and group work. Participants are actively involved in the sessions to maximizse their learning and to experience activities from their learners’ point of view.
Teachers are asked to reflect on the activities, inviting discussion with regard to their own knowledge and experience, teaching methods and contexts, and on adaptation of activities to their own teaching and learning situations. Participants are also introduced to key resources related to the further development of their teaching skills and personal professional development. Both theory and practice are explored, analysed and discussed, further enabling the participants’ use and development of their teaching and classroom management skills.
The course ends with an evaluation session, where teachers are asked to reflect upon the value of the knowledge gained on the course. They are also encouraged in this session to create a Personal Development Action Plan, and select activities which they would like to try out in their own classes. They are invited to join the York Associates Community, which allows networking and contact with the trainers and fellow colleagues, and with participants from other courses.
Sample Course Programme
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”
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?
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
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
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.
Each session above is 90 minutes long. Exact timings will be confirmed before your course.
21 hour teacher development courses may use a 8.00- 12.30 or 13.30 -17.30 time slot. Afternoon programmes will finish earlier on certain days for social programme options.