This session will look at dyscalculia and Maths LD from a research perspective and a classroom perspective. It will discuss definitions and describe a classroom accessible diagnosis of the factors that create difficulties in learning maths.
This session will demonstrate a developmental approach to teaching maths that uses carefully selected and designed visual images matched to the appropriate maths vocabulary. Lessons can be designed to develop understanding and thus support long term memory and retention of maths concepts. The structure is based on decades of teaching pupils who struggled with maths.
Attention Deficit Hyperactivity Disorder is term used to describe a spectrum of learning and behaviour differences
This presentation will consider a range of systems and strategies in order to address successful learning, behaviour and socialisation outcomes for children on the ADHD spectrum
This will include
This workshop identifies the barriers to writing and how we can ameliorate these difficulties through high quality teaching. The process of writing is outlined and skills developed at each stage.
Delegates will take away strategies to inspire and motivate the reluctant writer so they can successfully demonstrate their knowledge and understanding.
• Barriers to successful writing.
• The writing process and skills to succeed at each stage.
• Strategies to inspire fiction writing.
• Strategies for successful non fiction writing.
Audience: Teachers, TAs, SLAs SENCOs
Beccie will present insights, tips, stories and strategies from her experience leading Rushall's Inclusion Advisory Team in the do's and don'ts of helping children with specific learning difficulties make their transition into secondary school as problem-free as possible. As always, Beccie will include lots of practical tools such as pupil passport templates, person centred resources, a transition road map and checklists for success.
The workshop will explore the morphological level of English words and how their origins have influenced the structure, patterns and rules of modern spelling. It will suggest ways to use this alternative approach as part of a spelling programme for all learners. In addition it will attempt to dispel the myth that English spelling mainly represents sounds and general perception that English spelling is awkward and contradictory!
'Comprehension is the ultimate goal of reading' (Nation, 2005). What, then, do we mean by comprehension? Comprehension difficulties may stem from a range of underlying cognitive and language weaknesses and can often be hidden. This workshop will look at the acquisition of comprehension skills, problems that poor comprehenders may experience, and practical strategies to support pupils.
As Senior Lecturer in the Department of Professional Development and Educational Innovation at MMU, Dominic Griffiths has been involved at a senior level in the Embedding Reasonable Adjustments in the Curriculum (ERAC) project developed at Manchester Metropolitan University.
ERAC offers guidance to mainstream university teaching staff in support of inclusive teaching and assessment for all through implementation of Reasonable Adjustments for students with Specific Learning Difficulties (e.g. dyslexia). The project was originally piloted in 2011-12 and is being rolled out to all university departments in 2016-17.
Dominic’s workshop will explore the nature of this training and discuss its implementation in the mainstream university teaching setting and its implications for other post-16 settings.