An introduction to dyslexia and dyscalculia

What is dyslexia? What is dyscalculia? What are the shared cognitive traits and what is specific to each?
Maximising the impact of 'ordinarily available provision' for dyslexic or dyscalculic learners within the classroom

Quality first teaching with a dyslexia/dyscalculia-friendly focus How to adapt lesson delivery and tasks appropriately within the classroom When might pupils require more than what is 'ordinarily available'?
Dyslexia workshop to support teaching assistants

Strategies to support dyslexic learners during the input of a lesson Strategies to support dyslexic learners when completing tasks at the table Strategies to support dyslexic learners in small group interventions
Supporting dyslexic pupils in the context of a secondary school

Recognising the cognitive traits associated with dyslexia Increasing awareness of the impact of dyslexia, beyond reading and spelling Investigating a range of different curriculum subjects, with examples
SENCo consultancy in primary schools

Identification of the characteristics of literacy difficulties in the early years Creating a toolkit to help monitor the ‘characteristics of dyslexia’ Explore informal and formal assessment tools that can be used by SENCos and experienced teachers to track progress and identify needs
SENCo consultancy in secondary schools

How to interpret a private diagnostic report and summarise the key points Exam access arrangements Exploring intervention options within complex timetables with multiple subject teachers Self-esteem, engagement, motivation
An exploration of co-occurrence between specific learning difficulties

Are there common traits that impact neurodiverse pupils? What is specific to dyslexia? What is specific to dyscalculia? What are executive functions? Are diagnostic categories still useful or should we consider wider frameworks?
Question & Answer drop-in sessions

For parents within the school community For staff

FAQs