Patoss Dyslexia
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Specialist Teacher Huddle (primary)
Specialist Assessor Huddle (primary)
Specialist Teacher Huddle (Post 16- Adult)
Level 2 Foundations of Learning: Understanding Cognition and Learning Needs (work- related learning)
Welcome to the DDAPR 2023 post course Huddle!
You will have access to 6 'live' Huddle sessions, and the Huddle forum (available 24/7) to support you as you progress through your first year of assessing.
The Specialist Assessor Hub (SASH) provides resources to support you in your role as a specialist assessor. This is a members only site and we respectfully ask that you do not share the resources- they are for your personal use only.
For the 2020 conference, we did things a little differently as we celebrated 30 years of Patoss conferences. This is the full day's programme.
This session was recorded at our 2020 Annual conference held virtually on 25th April 2020
Here you will find the presentations by
- Professor Maryanne Wolf 'The Reading Brain and Dyslexia in a Digital Age'
- Question Time with Dr Amelia Roberts, Prof Kate Nation, Prof Maryanne Wolf, Lynn Greenwold
- Lynn Greenwold: 'Where are we now? Moving forward'
This is the morning session of our Patoss 2020 Annual Conference featuring speakers
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- Dr Amelia Roberts speaking on Wake up to Thinking Skills, or How to engage children during Covid-19 home-schooling!'
- Professor Kate Nation speaking on 'Learning to Read and Learning to Comprehend'
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As your school reopens be prepared for Ofsted. The new framework is really centered around curriculum - what is being taught and how. With inspections focusing less on results and instead more on the intent, implementation, and impact of the curriculum, SEND features throughout the framework, and we will look at how to evidence it's inclusion and consideration
This webinar aims to provide a range of inclusive support strategies and promotes a multi-faceted approach to teaching primary and secondary age students with language, literacy and learning challenges.
This course will enhance your assessment practise of literacy disorders. It will enable you to apply up to date research to your assessment practise and the reading and writing of assessment reports.
An enduring question regarding language and literacy assessments in struggling readers/writers who are learning in a second or additional language, is how best to disentangle the possible causes of their difficulties.
The webinar is designed to cover various strategies to help avoid some errors that can be made during the assessment process. Louise will look at ways to help work more efficiently in administrating tests, marking subtests, converting scores, reading tables in test manuals, recording results, and writing up assessments.
The course comprises three discrete bite-size sessions which will enable you to extend your knowledge of assessment and suitable test materials. The course is suitable for assessors, SENDCos, Access Arrangements Co-ordinators and Heads of Centre.
The course comprises three discrete bite-size sessions, each one addressing the regulations involved in making an application for a different key access arrangement: Extra Time, Scribe, and Reader / Computer Reader. The course is suitable for assessors, SENDCos, Access Arrangements Co-ordinators and Heads of Centre.
The course comprises three discrete bite-size sessions, each addressing a key aspect of the regulations involved in applying for different access arrangements and completing Form 8. The course is suitable for assessors, SENDCos, Access Arrangements Co-ordinators and Heads of Centre.
This presentation will outline the differences and overlapping traits of Attention Deficit Hyperactivity Disorder (ADHD) Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD)
Effective study skills that develop the thinking skills of the learner with dyslexia has been demonstrated to be an effective factor in helping the learner to compensate for their learning difference. It is not the smartest student who achieves their potential; it is the student who knows how to study, (Tonjes and Zintz, 1981).
This course is for diagnostic assessors who want to extend their practice into the workplace. The vast majority of people with dyslexia will be in the workplace. This course enables diagnostic assessors to extend their practice into the workplace.
Patoss is pleased to announce an exciting, upcoming series of lectures on literacy disorders (both dyslexia and reading comprehension disorders) delivered by the eminent expert, Dr Valerie Muter.
1.5 Million students in maintained schools speak English as an additional language. Over 500,000 international students attend UK schools, 20% of students attending UK universities are from abroad. This workshop will enhance understanding of the issues involved in assessing students with English as an additional language or with complex linguistic histories for SpLDs.
Part One - The Spectrum of Maths Learning Difficulties; Part Two - Maths Difficulties in Dyslexic Profiles.
The first part of this two-part webinar will explore what is dyscalculia and what is maths difficulties, and how these conditions exists alongside other learning differences such as dyslexia and dyspraxia, and the effective recommendation and reasonable adjustments that an assessor can recommend in their diagnostic assessments.
The second part will explore dyslexia difficulties alongside dyscalculia difficulties and the most effective assessment instruments which can investigate the impact that maths difficulties have on the dyslexic profile
In today’s Universities, students with Specific Learning Difficulties and Differences are seeking effective learning strategies to aid learning.
Universities' Support Staff are under increasing pressure to deliver cost-effective evidence-based study skills approaches which promote the independence of the students in terms of their own learning.
Students find writing academically very challenging. By focusing on the question, a student can identify the type of question, keywords, and also the type of answer required.
It is not surprising that people with Specific Learning Differences often struggle with the demands of court and tribunal hearings.
Writing and transcription skills (handwriting and keyboarding) are critical throughout education and in employment.
To master reading and spelling children need to learn not only the sound structure of words but that they also have a morphological structure, in other words can be split into units of meaning.
This event will increase delegates’ understanding of how verbal memory difficulties affect learning and how to help.
Learners with a learning difference find learning to spell more difficult than learning to read, (Hulmes and Snowling 2009). This webinar will enable an educator to use various evidence-based spelling strategies which will improve a child’s spelling.
This course is designed for teachers, however, parents who are supporting their children at home are welcome to attend the workshop. Please be aware that the course is designed for teachers not parents.
Effective intervention to improve a learner with literacy disorders, must be focused on interventions which are proven to be evidence based in terms of their effectiveness.
Designed to meet the needs of SENDCos involved in the access arrangement process, this course brings together two successful and experienced practitioners, who share their recommendations for best practice. Suitable for SENDCos and others involved in managing the access arrangements process in secondary settings.
Assessing and understanding maths fluency is the JCQ requirement that secondary schools and Further Education Colleges will need to understand for this year’s regulations this course will help you to address this issue.
Strategies to ameliorate the oral language and reading comprehension difficulties of children at key transition periods: EYFS to Primary; Primary to Secondary.
This talk by Prof Kate Nation reflects on how language shapes the development of a child's reading system, with particular emphasis on what is clearly the ultimate goal of reading – to understand what it is that has been read. With this as a backdrop, we will consider how best to support reading comprehension in the classroom, drawing on recent research findings.
This session was recorded at our 2020 Annual conference held virtually on 25th April 2020
To understand dyslexia and reading comprehension difficulties in children an assessor and/or teacher of children with these disorders needs to have a good understanding of the current research on literacy disorders.
Research has demonstrated that Mindfulness can be an effective and powerful tool for learners with learning differences to help them improve their concentration, reading and studying.
This course aims to provide participants plenty of opportunities to observe practical application of Mindfulness techniques and approaches.
Steve Chinn is one of the world's leading experts in Dyscalculia, and in difficulties faced by students learning maths. In this webinar he addresses how to use his assessment book to provide an accurate and pragmatic understanding of a learner’s difficulties with mathematics. His manual is on the approved STEC list for assessments of dyscalculia for pre-16 and post-16.
Neurodiversity is a term which was first coined in the late 1990s to describe conditions such as Dyslexia, Autism and ADHD as not disorders but rather more like variations or differences of the human brain.
Despite decades of research, it has been difficult to achieve consensus on a definition of common learning disabilities such as dyslexia.
The course is designed for parents working with preschool and up seven-year-olds and for children with persistent articulation difficulties. Producing correct speech sounds is the cornerstone of reading and writing.
10% of children in primary schools have a
problem understanding what they read (Hulme and Snowling, 2009). But by
putting into place effective strategies, we can help children with their
reading comprehension.
This hour-long webinar will focus on reading for meaning and will
demonstrate a range of strategies that parents can use to improve their
child’s:
- listening skills
- reading fluency
- reading accuracy
- reading comprehension
This hour-long webinar is designed for parents to help their child to improve help their child cope with their anxiety with Mathematics.
This will be a presentation for parents and carers in order to support your child at home and at school in relation to learning, behaviour and socialisation issues.
The Principles of of Professional Practice for Teachers/Assessors working with SpLD students
A practical webinar where you will learn the hierarchy of the development of speech sounds and carry out an assessment from a sample of speech. The objective is to understand when speech work intervention is needed and how you can embed phonology work into your phonic teaching as an inclusive approach to improve early literacy outcomes.
Most dyslexic/ SpLD students don't subliminally learn higher-order processing skills. For example, in producing an essay, they carry out research, construct a theme and write the essay. They are using various higher-order processing skills, but they don't learn the skills so that writing the next essay builds on what they have done. There are many useful processing skills that have to be taught in their own right.
'Quality First Teaching Using Skype for Higher Education Students' by Jane Dupree.
Taking the leap to delivering specialist lessons using Skype can be daunting. This practical course is designed to demonstrate the process; from the basics of setting up, to the strategies and resources that make Skype lessons as successful and enjoyable as face to face sessions for students of higher education age.
'Quality First Teaching Using Skype for Primary Students' by Jane Dupree.
Learn to deliver support remotely. Develop your skills and gain confidence in complementing your face to face tuition with on-line to neuro-diverse students.
'Quality First Teaching Using Skype for Secondary and FE Students' by Jane Dupree.
Taking the leap to delivering specialist lessons using Skype can be daunting. This practical course is designed to demonstrate the process; from the basics of setting up, to the strategies and resources that make Skype lessons as successful and enjoyable as face to face sessions for students of secondary and further education age.
An opportunity for diagnostic and needs assessors, SENCOs, SpLD practitioners and H.E. disability advisers to familiarise themselves with and explore the implications for guidance on ADHD which covers both Adults and Adolescence.
Children’s level of achievement and behaviour are influenced by how they feel about themselves - that is, their level of self-esteem. Learners with an SpLD may have a lower self-esteem due to their learning difference. As this webinar will demonstrate the teacher can have a profound positive impact on their learner.
To help specialist teacher/assessors already conducting diagnostic assessments to review SASC current best practice in diagnostic assessment and report writing.
The webinar considers the background to how and why the new SASC Guidance on Assessment of Dyscalculia, Specific Learning Difficulties and Maths Difficulties was developed, then explore and explain the academic literature that underpins it. Through a case study it will review how assessment tools can be used to identify maths difficulties.
This course is intended to support specialist teacher assessors/psychologists in their use of the SASC New Report Formats for Pre and Post-16. The new formats provide an opportunity for assessors to review and develop their diagnostic assessment report writing skills. This training course is delivered as a ‘fly on
the wall’ recording of a full-day session. Participants will have access to the course for 2 weeks upon receipt of their course activation date.
Understanding and working successfully with the new report format will enable assessors to produce, reliable, accessible and useful assessment reports. The course will review the psychometric principles underpinning statistical analysis and the compilation of quantitative information, as well as the role of qualitative analysis and observations to support the diagnostic decision. Guidance will be given on how assessors might synthesise the range of evidence gathered as well as present succinct and clear comment.
The training will consider in detail:
- the importance of Background Information
- how to synthesise assessment evidence to provide a reliable and accurate Overview of an assessment
- the core components of a full diagnostic assessment and how these can be reported to promote accessibility for the non-specialist whilst ensuring that high professional standards are maintained
- information to be included in the Appendices
In the study of typical and atypical reading key early predictors of later reading success, such as phonological awareness and phonics have been identified.
The SPaRCS assessment tool is ideal for Access Arrangements assessments and for quickly screening groups of students. It assess Spelling, Processing Speed and Reading Comprehension Speed and all in under 40 minutes!
Supporting a child with both Attention Deficit Hyperactivity Disorder with Oppositional Defiant Disorder (ODD), can be challenging in a learning environment. This course enables you to learn strategies to allow such learners to achieve their academic potential.
The webinar will help an educator to teach a learner with a Specific Learning Differences to work effectively remotely. The aim of the webinar will be to help the educator to navigate the unchartered waters of supporting learning remotely.
The aim of this presentation is to look at ways to help your students in higher and post 16 education with grammar, spelling and punctuation.
The Concrete Picture and Abstract (CPA) approach to teaching mathematics is crucial for all learners of mathematics, but particularly for those who struggle. In this webinar we will explore why that is, what the theories are, and how to implement the principles of Enactive, Iconic and Symbolic mathematics in our classrooms.
At primary level, it is vital that children build strong visual images to support their more abstract thinking. But which ones are the most beneficial?
Improve your learning environment through effectively understanding your learners.
In this presentation Prof Maryanne Wolf uses knowledge about the reading brain as a lens on reading development, on dyslexia, and on the changes to deep reading and empathy in a digital world.
The presentation looks at the journey taken since Prof Wolf's early research which led to the development of ‘rapid automatised naming’ (RAN), one of the best indicators of dyslexia regardless of the language that the dyslexic individual is reading in, to develop further strategies for supporting reading development in dyslexic learners. It will touch on what the implications are for teaching, learning and the workplace if an individual has difficulty with rapid naming, or very importantly, the issues with later reading fluency that it predicts.
This presentation was recorded at our 2020 Annual conference held virtually on 25th April 2020This webinar will look at how multiple deficit models explain variations in the expression of dyslexia and also the high levels of co-occurrence with other deficits (such as problems of maths, attention, oral language and visuo-motor skill).
Individual case studies will be used as illustrations of how to develop an appropriate assessment protocol and to devise individually tailored intervention programmes.
This module is titled 'The impact of dyslexia: phonics and reading'. It is in four parts.
- Part 1: Typical reading development
- Part 2: Cognitive skills and reading
- Part 3: Reading approaches and strategies
- Part 4: Environment, resources and profiles
Learning outcomes
By the end of the module, participants will know
- about the typical development of reading skills;
- about the impact of cognitive processing weaknesses on the development of decoding / encoding skills and reading comprehension;
- what is meant by the Simple View of Reading;
- about and be able to reflect on a range of strategies to support learners who have difficulties with reading.
This module is titled 'The impact of dyslexia: spelling and writing'. It is in three parts:
- Part 1: Writing and spelling processes
- Part 2: Strategies for supporting spelling
- Part 3: Strategies for supporting writing
Learning outcomes
At the end of this module, participants will know about:
- the typical development of spelling and writing skills;
- the impact of cognitive processing weaknesses on the development of encoding (spelling) and writing skills;
- a range of strategies to support learners who have difficulties with spelling and / or writing.
This module is titled 'Enabling environments'. It is in three parts:
- Part 1: Enabling environments
- Part 2: Enabling teaching strategies
- Part 3: Enabling learners
Learning outcomes
At the end of this module, participants will know about:
- the role of the classroom environment in enabling learners with dyslexia / SpLD;
- the role of metacognition in fostering successful learning and self-esteem;
- strategies to support learners with weak cognitive processing skills;
- the role played by reasonable adjustments in supporting learners.
This module is titled 'Interventions and monitoring progress'. It is in three parts:
- Part 1: Meeting additional needs
- Part 2: Intervention and targeted support
- Part 3: Further help and conclusions
Learning outcomes
At the end of this module, participants will know about:
- what is involved in running quality interventions and targeted self-support;
- the role played by the Graduated Approach in delivering effective interventions;
- a range of resources which support best practice in the classroom.
Educators will be made aware of the different types of mental health difficulties. The application of CBT will be demonstrated using a case study. Participants will have the opportunity to join a follow up workshop where they can share how they have applied CBT or ask advice on how to apply CBT based strategies.
This short course supports assessors who wish to understand the statistics used in psychometric testing better or want to revise their knowledge. Understanding statistics is fundamental to understanding what a diagnostic test result means and to be able to explain it clearly to the person being assessed.
This course provides you with the most up to date research on the development of literacy skills to enhance your assessment and teaching practice.
Online learning is increasing the reality for most of our learners and creates unique and particular challenges for those with a learning difference. This course, conducted by an online expert, will help you improve your use of Zoom as a learning platform to support learners with an SpLD
Dr Amelia Roberts speaking on Wake up to Thinking Skills, or How to engage children during Covid-19 home-schooling!'
Dr Roberts explores how the core underpinnings of Thinking Skills are relevant to most new approaches to High Quality Teaching, but in particular have much to offer teachers in terms of supporting oracy, self confidence, literacy skills and even spelling!
This session was recorded at our 2020 Annual conference held virtually on 25th April 2020
Where are we now. Moving forward by Lynn Greenwold, CEO Patoss gives update on developments and issues over the past year and looking forward. Presented at the Patoss 2020 Annual Conference, 25th April.
Gain more information in less time! The Woodcock Johnson IV: Tests of Achievement, UK and Ireland edition is a world leader in assessment and highly suitable for monitoring academic progress, diagnosing difficulties, and planning intervention for reading, writing and maths. The Woodcock Johnson IV is on the SASC approved list for assessments.
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