This self-paced online masterclass course is designed to provide teachers in mainstream settings the knowledge and skills required to support the educational and social needs of students with Dysgraphia in order to achieve their full potential.
Empowering Teachers to realise the full potential of students with Dysgraphia
in an Education setting consists of one module. The module is organised by Units and Topics. Each topic has a specific aim and learning targets and concludes with further reading or resources which the learner may find helpful. This results to a broad and in-depth knowledge & understanding of a series of important aspects and challenges faced by students with Dysgraphia in an education setting.
More specifically, the course aims to increase knowledge and understanding of the signs and symptoms of Dysgraphia as opposed to other Special Educational Needs (SEN) and Specific Learning Difficulties (SpLDs). There are dedicated topics dealing with Early Identification, Screening & Diagnosis as well as the ever-important aspect of co-occurring conditions.
Moreover, this masterclass course places emphasis on the social, emotional and behavioural impact of Dysgraphia. To this extent, there are dedicated topics dealing with the emotional impact of Dysgraphia as well as on various behavioural interventions and specialised support for pupils with Dysgraphia.
Finally, the course includes a dedicated unit on the ever-important concept of Inclusive Education with the aim to increase knowledge and understanding as well as the strategies required to achieve Inclusive Education. This is achieved by a thorough analysis of Inclusive Education and SEN provision and the role of a catalytic teacher. The unit concludes with a dedicated topic on specific educational strategies and interventions for pupils with Dysgraphia.
Empowering Teachers to realise the full potential of students with Dysgraphia
in an Education setting is an indispensable tool for teachers in mainstream educational settings to acquire the necessary in-depth knowledge to support the educational and social needs of students with Dysgraphia.
All presentations in this course are both visual and audio. The course is being developed by highly experienced tutors with vast expertise in the area of Special Educational Needs (SEN).
This course is part of the Special Educational Needs (SEN) online academy of ShipCon.
- Recognize the early signs and symptoms of Dysgraphia and co-occurring conditions
- Respond to the impact of Dysgraphia on a child’s overall functioning
- Understand the importance of a formal diagnosis
- Develop teacher’s knowledge and understanding the definition and diagnosis of Dysgraphia
- Respond effectively and proactively to individual student’s educational needs as informed by diagnosis, IQ tests and other assessments
- Implement the educational strategies required to support students with Dysgraphia
- Understanding the social and emotional difficulties of students with Dysgraphia
- Implement strategies to help students develop emotional resilience, social understanding and friendship skills which is essential for their wellbeing and academic achievement
- Extend and further develop teacher’s knowledge and understanding of inclusive education and the range of strategies to achieve this
WHY this course?
Dysgraphia is one of a family of Specific Learning Difficulties (SpLDs)
The word dysgraphia comes from the Greek words dys meaning “impaired” and γραφία graphía meaning “writing by hand”.
Dysgraphia is a deficiency in the ability to write, primarily handwriting, but also coherence. It often overlaps with other learning disabilities such as speech impairment, attention deficit hyperactivity disorder (ADHD) or developmental coordination disorder (DCD).
Research to date has shown orthographic coding in working memory is related to handwriting and is often impaired in dysgraphia. Orthographic coding refers to the ability to store written words in working memory while the letters in the word are analyzed or the ability to create permanent memory of written words linked to their pronunciation and meaning.
Children with Dysgraphia do not have primary developmental motor disorder, another cause of poor handwriting, but may have difficulty planning sequential finger movements such as the touching of the thumb to successive fingers on the same hand without visual feedback. Children with Dysgraphia may have difficulty with both orthographic coding and planning sequential finger movements.
Empowering Teachers to realise the full potential of students with Dysgraphia in an education setting aims to provide teachers in mainstream settings the knowledge and skills required to support the educational and social needs of students with Dysgraphia in order to achieve their full potential.
WHO TO ATTEND?
- Teachers in mainstream education
- SEN Teaching Assistants
- Educators working in SEN field and want to polish their knowledge and skills
- Coaches/mentors/professionals working on SEN
METHODOLOGY OF THE COURSE – ADDED VALUE
Empowering Teachers to realise the full potential of students with Dysgraphia in an education setting is an online self-paced (asynchronous) course. All presentations are both visual and audio.
It consists of xxx hours of video. Highly experienced tutor goes through the whole course, providing ample explanation – in an easy-to-follow manner – to all the areas & concepts covered by the course. Moreover, the tutor will provide a significant amount of useful background information and explanations throughout the course and in a way which is easy to follow and understand.
The module consists of various learning Units. Each Unit has its own distinct objective (Unit Learning Objective). Finally, each Unit has its own topics, each one with a specific objective (Topic Learning Objective).
Therefore, the Module has its own distinct aim/outcome, which is being served by distinct Units and Topics.
In this way, the attendee can easily follow the tutor as he/she goes through the whole material of the course.
The attendees of the course will be hugely benefited from the fact that they can have a 3-month online support by the responsible tutor of the course. This is very important to all those with busy working or personal schedule who need to go through the material at their own pace.
The methodology of the course is based on a combination of three important elements:
- Provision of knowledge required
- Use of training tools, such as case studies, videos, games, animations & exercises (practice – hands on experience)
- Feedback/reflection (review)
- Certificate of attendance/competence (skills & competences acquired) by ShipCon with CPD units
Unit I: The signs, symptoms and diagnosis of Dysgraphia
Topic I: What is Dysgraphia?
Topic II: Facts about Dysgraphia, the causes and risk factors
Topic III: Early identification, screening and diagnosis
Topic IV: Co-occurring conditions
Unit II: Education and Inclusive practice
Topic I: Why an understanding of SEN and Dysgraphia is important for teachers
Topic II: The main educational difficulties encountered by students with Dysgraphia
Topic III: Specific educational strategies and interventions
Unit III: The social, emotional and behavioural impact of Dysgraphia
Topic I: The socio-emotional impact of Dysgraphia
Topic II: Behaviour interventions and support
Topic III: Preparing for a positive future
Jacqui Ashton Smith (Dr) has over 35 years’ experience working in the field of education, autism and SEN. She has presented at numerous conferences world wide, delivered international training and consultancy and post graduate training at a number of universities in the UK, Europe and Japan.
Jacqui is a qualified teacher with post graduate qualifications in SEN and autism. She has a Doctorate in Education and a Masters in Business Administration (MBA) and has undertaken a range of training in the field of autism and education. Her specialist areas are Educational Leadership, the identification of Girls and Women on the autism spectrum, autism specific quality assurance and autism specific education. She was a lead trainer for the National Autistic Society in the UK and has had her research and papers published in professional journals.
For 25 years Jacqui was Principal then Executive Principal of specialist residential schools for autistic children and for the past 9 years has led the Education Division of a national organisation which runs eight schools as Head of Operations then Director of Education. She led all aspects of strategic development, business development and operations. As the Director of Education Development she has recently been involved in the opening of 4 specialist schools and has gained valuable expertise in this field.
Jacqui is a member of the Autism Education Trust Expert Reference Group and a member of the Expert Advisory Panel of Autism Accreditation, a UK quality assurance system run by the National Autistic Society for autism specific schools and adult services. She is an Associate Consultant for AT-Autism and has provided specialist consultancy in the UK, delivered management and autism training in the middle east and involved in a number of research projects.
- ShipCon Head Trainer, 2019 – Present
- Director of Education Development. National Autistic Society Academies Trust, (NASAT) UK. September 2017 – July 2019
- Responsible for the opening of Autism specific free schools for children and young people on the autism spectrum. Primary and Secondary ages and specialises in meeting the needs of able students on the autism spectrum with complex needs including mental health needs.
- Executive Director of Education. National Autistic Society and National Autistic
Society Academies Trust, UK. January 2014 – August 2017
- Strategic lead of the education division and managed the 8 specialist schools for students
on the autism spectrum UK wide. All aged and residential schools specialising in
the education of the full spectrum of need.
- Head of Operations. National Autistic Society, UK. January 2011 – December 2013
- Operational management of 6 specialist independent residential schools for students on the autism spectrum UK wide All aged and residential schools specialising in the education of the full spectrum of need.
- Executive Principal. Helen Allison & Robert Ogden Schools, NAS. January 2007- December 2010
- Strategic leadership and operational management of specialist ASD primary and secondary schools, further education colleges, weekly and termly boarding schools and children’s home. Specialising in the education of the full spectrum of need including a specialist unit for students with Pathological Demand Avoidance Syndrome.
- Principal. Helen Allison School. NAS. May 1993 – December 2007
- Specialist all age residential school and FE college. Catered for students on the autism spectrum
- Principal: Glendale School (Autism & SEN), Cape Town. 1987 – 1993
- Specialist SEN all age school with specialist provisions for students on the autism spectrum and those with mental health and/or social/behavioural needs.
- SEN Teacher SEN and Autism, 1981-1986 Experience in the full range of special needs including SLD, ADHD, Dyslexia and a range of specific learning difficulties and behavioural and social difficulties.
- Personnel Officer. Unilever, Johannesburg. 1979 – 1981
- Mainstream Primary, Middle and Secondary ages. 1977 – 1979
Achievements & awards:
- Appointed as one of the youngest and female Principals in South Africa.
- Headed the first special school in South Africa approved by the government to admit all children.1991
- Merit award- Exceptional Ability and Service to the Teaching Profession – Department of Education (RSA) 1988
- Runner up: Lifetime Achievement Award- Autism Professional awards 2015. ..\Lifetime achievement award.doc
- Part of the team who developed the SPELL framework.
- Part of the team who developed the Autism Accreditation standards.
- Opened 4 all aged SEN schools and 3 specialist units attached to mainstream schools to support students on the autism spectrum.
- How do we attract the right people to work in the field of autism- the identification of the personality characteristics, skills and leadership styles of effective staff in residential schools for students on the autism spectrum. Journal of Research in Specialised Education. 2016
- Mutual attraction? How do we identify, recruit and retain the right people to work with people on the autism spectrum. Good Autism Practice Journal. Volume 12, Number 2. October 2011
- Miss or Missed Diagnosis: Girls and Women on the autism spectrum. Ashton Smith, J & Gould, J. Good Autism Practice Journal. Volume 12, Number 1. P 34-41. May 2011
- Developed the full teaching curriculum (Primary and Secondary) for the new schools I developed including all policies and procedures.
Training: United Kingdom:
- Lead trainer in Autism, Asperger syndrome and Education for the National Autistic Society (NAS).
- NAS accredited SPELL trainer, Training the trainer
- Trainer for Canterbury Christchurch University course: Post Graduate Certificate in Education- Autism & Asperger Syndrome in your school.
- Co leader/ tutor- Sheffield Hallam University: Post Graduate certificate in Asperger Syndrome.
- Kent County Council – delivered a range of courses on SEN, Autism, Asperger Syndrome and Education
- England– Local authorities: training in the autism spectrum, challenging behaviour, neurodiversity.
- Northern Ireland, Scotland and Wales – a range of training delivered.
International training and consultancy:
- Universities of Athens and Thessaloniki: Autism, Asperger Syndrome and Education.
- Tokyo, Japan. Taisho University – A course on the identification and education of girls on the autism spectrum.
- Amman, Jordan – Led a team to deliver 5 days training for the British Council & Jordanian Government on Autism, Asperger Syndrome, Education, Leadership, Management, Organisational Structures and Autism specific Quality Assurance Systems.
- Oslo, Norway – 4 day training delivered to schools on education strategies in autism specific schools
- Zurich, Switzerland – 2 days training on the Identification and education of girls and women including social understanding and mental health issues.
- Saint Helier, Jersey – Consultancy and training delivered in autism and gender identity.
- Israel. Parent training in SEN and autism, education and challenging behaviour.
- The Republic of Ireland: Middletown Centre for Autism. Training courses on:
- Girls on the autism spectrum
- Autism and Transition
- Accreditation – Autism Specific Quality Assurance Systems.
United Kingdom Conference presentations:
- Presented at National Autistic Society International conferences:
- Quality assurance in autism specific schools and services
- Transition planning and managing change for people on the autism spectrum
- ASD and problem solving and decision making.
- Girls and women on the autism spectrum (annually)
- Miss or missed diagnosis – with Dr Judith Gould (annually)
- Pathological Demand Avoidance Syndrome (annually)
- PDA and diagnosis with Dr Judith Gould (annually)
- Autism Scotland Conference: Girls and women on the autism spectrum
- Queens University, Belfast: Leadership and management of SEN & ASD schools
- BELMAS (British Educational Leadership, Management & Administration Society)
- Kings College London: Asperger Syndrome – Innovative methodology in educating students with Asperger syndrome
- Exeter University. Annual conference for SaLT Doctoral students:
- New Schools Network, Brighton UK: How to successfully open a new autism specific school.
- Birmingham University Conference with Theo Peeters and Rita Jordan on Asperger Syndrome
- Autism Education Trust: Asperger Syndrome – Innovative methodology in autism specific education.
- Research Autism UK –
- The first conference on the identification and education of girls on the autism spectrum
- Information Technology and autism
- Autism/AS and SEN
- Gender identity.- presentation & led an interactive brainstorming professional workshop.
- CoSPPA Professional Conferences-
- Person Centred Planning and autism
- Transition Planning and autism
- Feuerstein methodology an autism
- Leadership and management of SEN and autism specific schools
- Cutting edge practice in autism and education
- Identification and education of girls and women on the autism spectrum
- Taking Heads: what is innovation in the field of autism
- Durham University Research Conferences–
- Baseline assessments and autism
- Transition planning and autism
- Challenging behaviour and autism
International Conference Presentations:
- World Autism Congresses:
- Melbourne, Australia 2000- Autism Specific Quality Assurance Systems,
- Cape Town, South Africa 2006 – Autism and Transition, Quality Assurance
- Monterrey, Mexico 2010 on Autism & Girls and Women.
- Autism Europe Conferences:
- Glasgow, Scotland – Best Practice in autism and Asperger syndrome
- Lisbon, Portugal – Transition planning and the autism spectrum
- Budapest, Hungary – The identification and education of girls on the autism spectrum
- Catania, Sicily – The identification and education of girls on the autism spectrum
- Dubai Autism Society Conference: Quality assurance systems in autism specific education
- Japanese Autistic Society, Tokyo: Autism specific education strategy and systems in the UK
- Spain, Autismo Burgos Conference: Girls and women on the autism spectrum
- Malta Conference: Postponed to 2020 Girls and women on the autism spectrum
Research programmes and collaborative work:
- Ground breaking work with Dr Judith Gould (Wing & Gould) on the Identification, Diagnosis and education of girls and women on the autism spectrum.
- HANDS project: EU funded to develop smartphone technology to support autistic pupils in social situations. Other participants- Norway and Hungary.
- MBA: Evaluation of the effectiveness of quality assurance systems in SEN education
- EdD: The identification of the personality characteristics, skills and leadership styles of effective staff in residential schools for students on the autism spectrum.
- Hosted and participated a range of research programmes eg Bridges in Social Understanding, Universities of Birmingham, Kent and London School of Education and the Tavistock Clinic
- Worked with a range of local authorities in their development of education provision.
Memberships & Collaborations:
- Autism Accreditation- Standards Body & Expert Advisory Group: 1994 – present.
- AET (Autism Education Trust) Expert Reference Group
- Autism Accreditation- Lead Panel member: 1998 – 2015.
- CoSPPA (Professional Autism Association) 1996 – current. Chair for 5 years
- NASS: National Association of Special Schools.
- BELMAS: British Educational Leadership, Management & Administration Society
- PDA (Pathological Avoidance Syndrome) Research lead group
- Affinity project in collaboration with Scottish Autism.
- Associate Consultant: AT-Autism. UK
- Autism and education consultancy
- SEN consultancy
- Education Consultant: Bridges in Social Understanding, Singapore/UK
- International programme development
What is included?
|Life time access||04:26:00 hours of video||1 Module,
|Three months online support||Certificate/CPD|