Support and training

Glynis provides training for teachers, SENCOs and Learning Support Managers and staff, enabling them to increase their and understanding about dyslexia, providing ideas and suggestions for teaching approaches that can be used across the curriculum to enable dyslexic students to achieve their full potnential.

Trainig 

The following CPD opportunities can be delivered as half-day sessions or packages can be combined and /or tailored to meet the needs of the attendees.

Target audience/age group of pupils 

Teachers, SENCos, Learning Support Staff / Secondary, 6th Form, College & University

Dyslexia and Music 

Many students with dyslexia studying music face challenges with certain aspects of the curriculum, despite their musical talents.

This training session will explore the needs of a student with dyslexia studying music and offers the opportunity for teachers to gain an understanding of:

• Aspects of the dyslexic/SpLD profile that may impact on learning
• The difficulties the students may experience
• Practical support and teaching metacognitive skills
• Accommodations and reasonable adjustments

Dyslexia and Performing Arts

This course aims to increase knowledge and understanding of the difficulties that a student with dyslexia / SpLD may experience when studying performing arts.

By the end of the session we will have:

• Explored aspects of the dyslexic/SpLD profile that may impact on learning
• Considered the difficulties the student may experience
• Explored practical support and teaching approaches to meet  the needs of the learner with dyslexic/SpLD
• Gained an understanding of the importance of teaching metacognitive skills
• Considered accommodations and reasonable adjustment

Dyslexia at Key Stage 4 and A level: Ideas and Strategies 

Students with dyslexia often find examinations stressful and struggle to demonstrate their true potential. Many dyslexic students also find the adjustments to studying at A level challenging at GCSE level to gain lower grades than expected at A level.

Being consciously aware of their approach to tasks, taking control and having a ‘tool kit’ of strategies to use can make a significant difference.

This session is designed to give teachers the opportunity to develop successful approaches for teaching to use during the exam.

By the end of the session we will have:

• Explored the needs of this specific group of learners
• Considered the difficulties the student may experience
• Gained an understanding of the importance of developing metacognitive skills
• Received practical teaching and learning suggestions

Teaching A Level Study Skills 

Students with dyslexia/SpLD often find adjusting to A level studies challenging. Students may have developed strategies that have enabled them to cope at GCSE level, however, transferring these strategies to their new studies can be problematic. As a result it is not uncommon to find that high achievers at GCSE level gaon lower grades than expected at A level.

This session is designed to provide teachers with the opportunity to develop successful approaches for teaching the underpinning study skills that the students need.

By the end of the session we will have:

• Explored the needs of this specific group of learners
• Considered the difficulties the student may experience
• Gained an understanding of the importance of developing metacognitive skills
• Received practical teaching and learning suggestions

Preparing Students for Higher Education:
Essential study skills

Many students with dyslexia /SpLD find the adjustment to study at University challenging, where the emphasis is very much centered on independent learning.

This session is designed to provide teachers with the opportunity to develop successful approaches for teaching the underpinning study skills that the students need.

By the end of the session we will have:

• Explored aspects of the dysliexic/SpLD profile that may impact on this transitional stage
• Gained an understanding of the challenges facing the student
• Consider practical support and teaching approaches that can be used to develop a workshop for students moving on to university