DESCRIPTION
This self-paced online course is designed to provide teachers in mainstream educational settings the knowledge and skills required to support the educational and social needs of students with Dyslexia in order to achieve their full potential.
The course places emphasis to the signs & symptoms as well as to the informal assessment and diagnosis of students with Dyslexia in a mainstream educational setting.
Equally important the course focuses on a range of educational support and strategies that can be offered by the teacher and the school, in general, as well as on the important aspects of social inclusion and support.
Finally, the course is significantly benefited from a dedicated module on best practices for inclusive education, that is, education that takes into consideration the special skills and qualities of students with Dyslexia.
Empowering Teachers to realise the full potential of students with Dyslexia in an Education setting (DYSXT) is a masterclass course on Dyslexia and an indispensable tool for all teachers who wish not only to understand Dyslexia as a Special Learning Difficulty (SPLD) but to create an educational environment that will allow the potential & skills of students with Dyslexia to be fully developed.
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.
MAIN AIMS
- Provide teachers the knowledge and understanding of SEN and SPLD’s in general and Dyslexia in particular and the key areas of difficulty
- Provide teachers the expertise to recognise and understand the signs and symptoms of Dyslexia and co-occurring conditions
- Increase teacher’s knowledge and understanding of the components of the definition of Dyslexia and how this impacts on their learning and functioning.
- Understand the diagnostic and assessment process and how to use the information contained to develop teaching strategies.
- Develop the expertise to implement the educational strategies required to support students with Dyslexia to achieve their full potential
- Enhance the ability to respond effectively and proactively to individual student’s educational needs.
- Comprehend the impact of a lack of understanding on the emotional and behavioural wellbeing of students with Dyslexia.
- Develop strategies to support students with Dyslexia to learn social understanding, friendship skills and emotional regulation.
- Recognize and respond to the emotional and mental health difficulties often seen in students with Dyslexia.
- Understanding the principles underpinning Inclusive education and the routes to achieve inclusion.
- Deliver SEN methods specially adapted to meet the Dyslexic child’s individual learning and social needs.
- Recognize the skills of students with Dyslexia and use these to prepare the students for the future beyond school.
WHY DYSXT?
Dyslexia is a neurological difference and can have a significant impact during education, in the workplace and in everyday life. As each person is unique, so is everyone’s experience of dyslexia. It can range from mild to severe, and it can co-occur with other learning differences. It usually runs in families and is a life-long condition. However, it is widely accepted that children with Dyslexia have their own strengths & qualities, such as logical reasoning, visual understanding and high levels of creativity. Moreover, there are many cases where the cognitive ability of children with Dyslexia is high compared to the average of their peers.
This masterclass course is an indispensable tool for teachers who wish to have a thorough understanding of SEN and Special Learning Difficulties (SPLD’s). This is being accomplished by providing teachers the expertise to recognise and understand the signs and symptoms of Dyslexia and co-occurring conditions as well as how Dyslexia impacts on learning and functioning of students within a classroom and/or educational setting.
Moreover, the course provides a dedicated module on how teachers can implement educational strategies required to support students with Dyslexia to achieve their full potential, which, in turn, will lead to their ability to respond effectively and proactively to individual student’s educational needs.
Equally important this masterclass course places emphasis on teachers being able to comprehend the importance of the emotional and behavioural wellbeing of students with Dyslexia as well as to develop strategies that will enhance the social understanding, friendship skills and emotional regulation of students with Dyslexia.
Finally, there is a dedicated module on the ever-important aspect of Inclusive Education and its principles, focusing on the development of SEN methods specially adapted to meet the Dyslexic child’s individual learning and social needs.
WHO TO ATTEND?
- Teachers in mainstream education
- SEN Teaching Assistants
- Educators working in SEN field and want to polish their knowledge and skill
- Coaches/mentors/professionals working on SEN and/or with pupils with Dyslexia
METHODOLOGY OF THE COURSE – ADDED VALUE
Empowering Teachers to realise the full potential of students with Dyslexia in an Education setting (DYSXT) is an online self-paced (asynchronous) course. All presentations are both visual and audio.
It consists of 8.5 hours of video covering five (5) distinct modules. 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.
Each module has a specific area to cover and 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, each 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)
CERTIFICATIONS AWARDED
- Certificate of attendance/competence (skills & competences acquired) by ShipCon with CPD units
COURSE CONTENT
Module I – Signs and Symptoms
Unit I: Understanding Dyslexia.
Topic I: Understanding Special Educational needs (SEN)
Topic II: Facts about Dyslexia, the causes and risk factors
Topic III: How the Dyslexic brain functions
Unit II: Theoretical knowledge of Dyslexia.
Topic I: History of the development of understanding
Topic II: Definitions of Dyslexia
Topic III: Terminology used
Unit III: How to recognize Dyslexia.
Topic I: Early signs of Dyslexia
Topic II: Difficulties students with Dyslexia may experience
Topic III: Dyslexic strengths and weaknesses
Topic IV: Co-occurring conditions and need for diagnosis
Module II: Informal Assessment and Diagnosis
Unit I: The definition of Dyslexia.
Topic I: The importance of a definition in education
Topic II: The main components of a definition
Topic III: Routes to identification and diagnosis of Dyslexia
Unit II: The assessment and diagnostic process.
Topic I: Understanding of tests
Topic II: Tests to identify Specific learning difficulties
Topic III: Tests to identify educational skills
Unit III: Diagnostic signposts for teachers.
Topic I: Dyslexia as a continuum & co-occurring conditions
Topic II: Why teachers may fail to pick up signs of Dyslexia
Topic III: How tests can shape teaching strategies
Module III: Educational support and strategies
Unit I: Extend and develop teacher’s understanding of the specific learning difficulties of students with Dyslexia.
Topic I: Why students with Dyslexia may not thrive at school.
Topic II: Learning difficulties and the impact thereof
Topic III: Discrepancies in educational performance
Unit II: Educational strategies required.
Topic I: Main educational difficulties for students with Dyslexia
Topic II: Specialist teaching programmes
Topic III: Routes towards Inclusive Education
Unit III: The development of teacher’s abilities to respond to individual student educational needs.
Topic I: Strategies to develop reading, writing and spelling
Topic II: Practical strategies for teachers
Topic III: Coping mechanisms for students and teachers
Module IV: Social support- Understanding self and others
Unit I: Dyslexia and social difficulties
Topic I: The impact of a lack of diagnosis
Topic II: Dyslexic anti social behaviour
Topic III: Strategies for supporting behaviour
Unit II: Dyslexia as a catalyst for emotions.
Topic I: Understanding emotional difficulties
Topic II: Understanding self and positive self-perception
Topic III: Mental Health and SEN/ Dyslexia
Unit III: The importance of social understanding on self-esteem.
Topic I: Social understanding and friendship skills
Topic II: Specialist interventions & low self esteem
Topic III: Fostering emotional well-being.
Module V: Inclusive education – best practice
Unit I: Understanding the infrastructure underpinning Inclusive Education
Topic I: Is Inclusive education necessary or achievable?
Topic II: The SEN Code of Practice
Topic III: The catalytic teacher
Unit II: Routes to Inclusion
Topic I: What is inclusion?
Topic II: SEN provision
Topic III: SEN teaching methods
Unit III: Pathways to an inclusive adulthood
Topic I: Strengths and attributes of people with Dyslexia
Topic II: Educational strategies to prepare students with Dyslexia for the future
Topic III: The gifts of people with Dyslexia and role models
TRAINER
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.
Experience:
- 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.
Publications:
- 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
Consultancy roles:
- 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 | 8.5 hours of video | 5 Modules,
15 Units, 46 Topics |
Three months online support | Certificate/CPD |