Neurodiversity Training Opportunities
- Free 'Train the Trainer' Webinars
- Teaching for Neurodiveristy MORE FREE Events
- Teaching for Neurodiversity Resources
- Guidelines on 4th renewal of APCs issued
- Inclusive Teaching in HE Report Issued
- Patoss Post - new electronic newsletter is here
- IMPORTANT NMH Provider Registration Information
- Webcasts and resources are here to support teachers and support staff
- Preparing for exams in digital format
- Announcing new guidance to support implementing the SEND reforms
- The fish in the tree: Why we are failing children with dyslexia.
- Important Information on Professional Skills Tests for Trainee Teachers
For teaching staff in primary, secondary and post-16 education
Teaching for Neurodiversity – Engaging learners with SEND
• Part 1: Seeing the whole picture
• Part 2: Understanding neurodiversity
• Part 3: Classroom strategies
Delegates are invited to ‘attend’ all three webinars at the correct level (Primary, Secondary, or Post 16 / FE) via the recordings made available online to complete the training.
Here you will find a collection of recordings from the Train the Trainer webinar series.
These webinars were aired in January/February 2017 and recordings are available to access now. Delegates should download all the supporting materials before listening to the webinars.
ADDITIONAL EVENTS COMING IN SPRING 2017
NEW EVENTS SCHEDULED FOR EARLY 2017 in Central London - We will be presenting a series of free Train the Trainer events for schools and post-16 providers in England from September 2016.
To book your place– go to http://neurodiversitytraining.eventbrite.com/
- Dyslexia Action: Secondary event 18th February
- Patoss: Post-16 event 1st March 2017
- Helen Arkell: Primary 3rd March 2017
Through these events we aim to help build understanding of neurodiversity, how these profiles affect students, how to identify the signs of Specific Learning Difficulties and we will share teaching strategies to support neurodiverse learners.
Go to the Event-Brite on-line booking site for you or your colleagues to sign up.
We are aiming to have representatives from schools/institutions at each full day event to cascade this training back to their colleagues.
We would like your help in spreading the word and look forward to working together with you and your colleagues to build further support for learners with specific learning difficulties.
To register your interest in attending one of these events or if you have any questions please email firstname.lastname@example.org .
This training is funded by the Department for Education.
Teaching for Neurodiversity training events are now running.
You can access the resources you need for this training from our Resources section
If you or colleagues have not yet booked this free training go to http://neurodiversitytraining.eventbrite.com/
SASC has revised guidelines for practitioners who have successfully renewed their APCs over an extended period of time.
These assessors have demonstrated their commitment to and evidenced their professional practice by three successful renewals of their Assessment Practising Certificates. Therefore on their fourth renewal they will no longer be required to submit a diagnostic assessment report.
They will continue to maintain their commitment to CPD and adherence to codes of practice of their professional bodies. Therefore they will continue to submit a CPD log meeting SASC guidelines and pay the renewal fee.
Assessors will be notified by their APC awarding body when they meet these conditions. These conditions apply to any APC renewals submitted subsequent to this announcement (20th March 2017).
Inclusive teaching and learning in higher education
Disabled Student Sector Leadership Group has issued its report on how HE providers can ensure that they are equipped to support disabled students.
The report encourages HE providers (HEPs) to look at how they can support and offer the best environment for disabled students to pursue their studies.
It considers the requirement to provide ‘reasonable adjustments’ under the Equality Act 2010, and suggests actions to mitigate risks associated with that.
The report can be downloaded here
Or accessed online from https://www.gov.uk/government/publications/inclusive-teaching-and-learning-in-higher-education
Issued 27 January 2017
The first edition of the Patoss Post, our electronic newsletter has arrived.
We aim for this electronic version to become our norm. We feel it will give us many more opportunities to update you and link to important information.
Members can download it from their Member Area.
Log into 'My Account' and click on Patoss Post - newsletter link in the left hand menu.
DSA-QAG have confirmed that applications for registration as an NMH provider will continue to be processed after the 18th April 2016. They process them twice a week and aim for a 5 day turn around, though it may be a bit longer with the very heavy numbers they are currently working with.
This will be particularly relevant to workers who are considering applying for membership of one of the professional bodies.
Deadline extended to 18 April 2016 for stage 1
A new system for registering and accrediting NMH suppliers is being introduced and from April 2016 only those NMH providers registered with DSA-QAG will be permitted to provide DSAs-funded support for students being recommended an NMH service for the first time.
The registration process consists of two parts. Firstly you are invited to register as an NMH provider at [http://www.dsa-qag.org.uk/nmh-online-registration], using the online form and accompanying guidance documents (including information of the qualifications and professional body membership you may need to have).
[Note: DSA-QAG have issued FAQs to address some questions arising - download here]
For Specialist 1 to 1 Study Skills Support the following criteria apply:
Professional body membership
Specialist one-to-one study skills support (SpLD)
Must have professional membership of:
Every invoicing provider will be required to register separately. If you work solely for an organisation providing NMH support services you do not need to complete this form, your organisation will do this for you. However, if you also operate as a self-employed provider, you must complete the online registration to be recognised as a self-employed provider.
DSA-QAG will validate all NMH providers based on criteria provided by BIS; this will include details such as staff qualifications, professional body membership and company details, before your details will become available for inclusion on the NMH register and subsequently available for selection by study needs assessors.
The second stage of the process requires the NMH provider to agree to comply with the new quality assurance framework (QAF) and to pay a registration fee to DSA-QAG to complete the registration process. A link to the QAF will be provided by DSA-QAG prior to the NMH register being published.
See the attached letter from the Student Loans Company ‘Disabled Students Allowances - NMH Supplier Registration Notification’
"Every teacher is a teacher of SEN" resources
The new Code of Practice states that all teaching and support staff should be trained and have awareness of quality teaching for students with SEN.
These webcasts and accompanying resources will support teachers and support staff in working with students with SEN.
These resources were produced through the Dyslexia SpLD Trust with funding from the Department for Education in collaboration with Patoss and Helen Arkell.
Go to this Information Sheet to access them all
Preparing for exams in digital format – guidance for centres and for candidates – new guidance launched
Now that awarding bodies are expected to provide exam papers in digital formats to learners with print impairments there are potential benefits for both print impaired learners and the learning provider themselves. However exam papers in digital format do not automatically bring benefits unless the learner knows how to make the most of the accessibility opportunities they provide.
Jisc has a recent blog post on how to “Take advantage of digital exam formats for print-impaired learners” with links to specific guides for learners and for learning providers on how to make the most of the opportunities. This could be timely if you have students who have applied to take their exams in digital format this year or those who are thinking about it for next year.
Summary of links:
Blog post - http://www.jisc.ac.uk/blog/take-advantage-of-digital-exam-formats-for-print-impaired-learners-27-may-2015
Guidance for candidates - http://www.jisc.ac.uk/sites/default/files/digital_exam_papers_for_people_with_print_disabilities.pdf
Guidance for learners - http://www.jisc.ac.uk/sites/default/files/making_the_most_of_accessible_exam_papers.pdf
This useful guidance is relevant to all those working with the SEN reforms has a specific reference to children and young people with literacy difficulties, specific learning difficulties and dyslexia.
The guidance will help Schools and Local Authorities to:
- Deliver a comprehensive Local Offer to those children and young people with literacy difficulties, specific learning difficulties and dyslexia
- Review existing resources and materials which can support their graduated response
- Signpost to existing resources and training materials to enrich professionals’ understanding and develop their skills in universal and targeted provision
- Select good practice to support all pupils experiencing literacy difficulties in schools and colleges.
Included and available to download are: A comprehensive online guide including case studies and examples of good practice; a series of individual support resources by a range of providers; and links to training materials which local authorities and schools can use to support their practice.
To find out more information, please go to the Dyslexia-SpLD Trust website Resources for LAs and Schools to access the guide.
Or for more information contact: Tel: 01344 381 564; Email: SENguides@thedyslexia-spldtrust.org.uk
Patoss is a founding member and strong supporter of the Dyslexia-SpLD Trust.
The Driver Youth Trust, a charity dedicated to improving the life chances of children and young people with literacy problems, commissioned this report to understand why this failure was continuing. The study found that while teachers overwhelmingly thought it important they received training to help teach children with dyslexia, over half revealed they had received no specific training at all. For nine out of ten teachers surveyed, initial training on dyslexia amounted to less than half a day.
Yet giving teachers the skills to help those with dyslexia would benefit all children. Teachers are given a clearer understanding of the process of learning to read and write, and the techniques to support learning right across the classroom. This report sets out a series of measures which would help tackle the gaps in training and provision. They include providing training for all teachers on special educational needs including dyslexia and ensuring that local authorities identify and support children with the disability from the earliest possible opportunity.
Putting them in place would have not just a life-long impact on individual lives, but also on the strength of our economy and society. When three children in every classroom have dyslexia, we cannot afford to wait any longer for action.
This information should be shared with any who are in contact with potential trainee teachers.
The specific changes for those entering the teaching profession are:
- ♦ The tests became pre-entry tests for initial teacher training (ITT), to be taken once a candidate has submitted an application for an ITT course. Candidates must have passed the tests before starting an ITT course.
- ♦ The pass mark for the skills tests has been raised. This applies to the tests taken by all candidates, including those already on courses.
- ♦ The number of resits allowed has been limited to two per subject for all candidates.
- ♦ Candidates receive their first attempt at each test free of charge but will be charged for resits.
- ♦ Candidates who fail after two resits in either numeracy or literacy are not able to book any more skills tests for 24 months from the date of the second resit.
See our Information Sheet for more information.