Location: Imperial College, South Kensington Campus, London
Price (per person): Members £155, Non-members £185
232 Spaces Remaining
Booking Ref: 2017 Conference
Day of Week: Saturday
Course Times: 9.30am to 5.00pm (registration from 8.30am)
Link to Venue: Imperial College London (download map here)
Conference Leaflet: To download a pdf copy of the Conference Leaflet click here
8.30 - 9.30:Registration, Sir Alexander Fleming Building Foyer (Refreshments will be available in the Sherfield Building Exhibition area)
9.30 - 9.45: Conference opened by Lynn Greenwold, Chief Executive Officer – Patoss, Sir Alexander Fleming Building, Large Lecture Theatre
9.45 - 11.00: Keynote Address by Dr Amelia Roberts: Growth Mindset and SEND
11.00 - 11.30: Refreshments, Sir Alexander Fleming Building Foyer
11.30 - 12.45: First Seminar Session*, Sir Alexander Fleming Building, rooms to be advised in delegate packs
12.45 - 2.15: Lunch, Sherfield Building, Senior and Junior Common Rooms**
1.30 - 2.00: AGM (optional), Sir Alexander Fleming Building, Large Lecture Theatre
2.15 - 3.30: Second Seminar Session*, Sir Alexander Fleming Building, rooms to be advised in delegate packs
3.40 - 4.30: Issues Groups for Networking (optional), Sir Alexander Fleming Building, rooms to be advised in delegate packs
*Conference delegates can choose to attend TWO of the six seminars listed
**Local Group Issues Group will meet in the Sherfield Building Junior Common room 12.45-1.20
Growth Mindset is a powerful model to help schools improve motivation and independent learning for pupils. But can this be applied to students with SEND? The danger is that core tenets of Growth Mindset such as: ‘sustained effort leads to success’ need to be carefully structured within a well-designed curriculum for students with SEND, many of whom frequently put in immense amounts of determination during the school day yet are poorly rewarded for their efforts.This keynote speech explores important considerations, touching on cognitive theories such as embedded self-beliefs as well as core teaching and assessment strategies to develop tangible steps towards Growth Mindset. Participants will be invited to consider the next steps necessary in their own setting crucial to making the Growth Mindset model supportive of the most vulnerable pupils. Open-access online resources will also be shared to enable participants to implement core principles and support their colleagues.
Dr Amelia Roberts
Dr. Amelia Roberts is a Lecturer in Education and Deputy Director of SENJIT, UCL Institute of Education. She is the Research Lead on the National Award for SENCOs and commencing a research project in Lesson Study for Special Educational Needs. Amelia is also joint Programme Leader MTeach (SEN); Programme Lead on the 15 credit modules in Research-informed Professional Practice and works on school development projects such as MITA (Maximising the Impact of Teaching Assistants) and consultancy such as ‘Embedding the SEND Code of Practice’ in Enfield and SEN School Development in the Falkland Islands. Amelia is working with UNICEF and the Ministry of Education in Oman to write a teacher training programme for inclusive practice. Amelia is currently the Resident Expert for the Labour Party review on SEND Policy and author and tutor on a BETT Award-winning online programme with TES on High Quality Teaching for SEND. Amelia has contributed to BBC South East today and BBC Radio on SEN Policy, inclusion and Autism.
Seminars: Delegates to choose two from the six below (one morning and one afternoon, all seminars repeated both am and pm
It is vital that educators understand how mental health difficulties can present within a classroom environment. All too often a child or young person’s difficulties are thought about in isolation, without considering the whole person and the systems they live in.
Leah’s presentation will offer further insight into the most common presenting mental health difficulty, anxiety, and its development. She will offer practical strategies that educators can apply to support SpLD learners presenting with anxiety as well as identifying symptoms of other common mental health problems. Leah will present a simple model to support the thinking and formulation of a young person’s needs and talk about when and to whom we can refer on to for further professional support. A case study will be used to facilitate a discussion on how to apply the strategies and array of resources presented. Examples will be given with relevance to learners across both primary and secondary settings
Leah BrennanLeah is a Chartered Clinical Psychologist who is a full member and Associate fellow of the British Psychological Society. She has over 15 years’ experience working in both the UK and Australia providing psychological assessments and treatment to children, young people and their families. Leah has trained educators on the management of anxiety in schools and has experience across a range of clinical settings including anxiety disorders, parenting, childhood sexual abuse and looked after children. As well as working independently in Hertfordshire, Leah is an established NHS Clinical Psychologist within the Pediatric Team at The Hillingdon Hospital in West London.
Maths can be difficult to teach, and even harder to learn. Nevertheless, the work of many excellent theorists such as Jerome Bruner and Zoltan Dienes can make it an awful lot simpler when applied correctly. In this workshop we will look at how the judicious use of practical equipment can help those struggling with mathematics to make progress in their understanding and confidence. Prepare to be hands-on!
Andrew JeffreyHaving taught for 20 years, Andrew set up Magic Message Ltd. in 2007. Andrew now travels the world offering consultancy services to schools seeking to improve and enrich the teaching and learning of mathematics. He is the author of several books for teachers, including the best-selling ʻAlways, Sometimes, Neverʼ, and is a regular keynote speaker at conferences in the UK and abroad. He is passionate about children and how they learn (as well as why they don’t) and can often be seen using magic to help enhance children’s understanding of mathematical principles. In his spare time Andrew likes writing, performing magic and running marathons very slowly
Remediating the literacy problems of the child with dyslexia is a challenge for teachers (and for parents too). There are many teaching methodologies (with associated materials) out there – but how do we discriminate between those that work and those that don’t? This talk looks at teaching methods that have been validated in scientifically grounded randomised control research trials. These are typically methods that aim to remediate children’s underlying phonological and language deficits - with resultant improvements in their literacy achievements. Approaches such as these contrast sharply with so-called ‘miracle cures’ that abound in the field of dyslexia (and other developmental disorders) for which only limited validating evidence is available. The aim of this talk is to encourage teachers and parents to look at the available teaching methods and programmes with a critical eye, to judge them according to whether they have been scientifically proven or not and to feel confident that the ones that they choose will really help.
Dr Val MuterDr Valerie Muter recently retired from her post as a consultant clinical neuropsychologist at Great Ormond St Hospital for Children where she specialised in working with children with neurologically-based learning disorders. She continues as an honorary lecturer at the Institute of Child Health, University College London.
Dr Muter has a long-standing interest in early literacy development and disorders of literacy in which she has carried out extensive research. Dr Muter has published books for professionals and parents on early reading development and specific learning difficulties. She continues to be actively involved in assessing the learning profiles and educational needs of children with neurologically-based and developmental learning disorders.
The focus in school can be about demonstrating and using knowledge, when maybe for some struggling children the focus should initially be around how we acquire, store and organise knowledge i.e. learning strategies. Learning strategies are becoming key for the classroom setting and this session will introduce two learning techniques that can be easily integrated throughout the curriculum.
The first is the use of concept imagery and the impact this has on attention, processing, comprehension and retention. Researchers have found direct evidence linking reading comprehension with mental imagery and visualisation. Practical tasks will show teachers how this can be used effectively in different aspects of learning.
The second strategy is the use of Thinking Maps (David Hyerle). These are different visual grids which illustrate the eight core cognitive processes such as comparing, showing cause and effect, sequencing, defining etc. These are used for structuring and retrieving ideas as well as learning. In time students will internalise the grids to support verbal expression. Teachers will practice using the different grids.
Jackie HarlandJackie Harland is a renowned UK SLT who has been in paediatrics for over 30 years. She has set up multidisciplinary centres and early years provisions both in the UK, and internationally. Currently the Clinical Director at the Riverston Group, Jackie is a regular speaker at international conferences and has co-written and taught a postgraduate Masters programme in ‘Childhood Communication Impairment’ accredited by Anglia Ruskin University. Jackie has also co-developed an early years framework and online profiling that enables early years practitioners identify children’s needs at an early stage and gives them next steps programmes to support each child reaching their full potential.
The world of employment is altogether different from the world of education and the workshop will provide insight into the common challenges faced by the SpLD specialist in the context of the workplace. The environment, the cultures, the awareness of specific learning difficulties, the audiences for the reports and the demands on the employee and employer alike make the workplace very different. The individual employee is often in a difficult position and the issues can be complicated and tricky. The workplace is more pressurised, more demanding and tougher. Greater awareness of the complexities will enable the specialist to prepare for and manage the processes more successfully. The workshop explores these issues in relation to the approach to the diagnostic report and the workplace needs assessment, including liaising with managers and advising employers on good practice and reasonable adjustments.Katherine KindersleyKatherine is the founder director of Dyslexia Assessment and Consultancy, (www.workingwithdyselxia.com) an organisation which works with private and public companies, government organisations and individual clients, providing assessment, training and advice on reasonable adjustments. She runs regular training courses on assessment for professionals and for managers and corporate bodies on hidden disability awareness. She is experienced in carrying out legal assessments and is a qualified expert witness.Katherine has written many professional journal articles on dyslexia in the workplace and is a contributing author to Dyslexia in the Workplace 2nd Edition Bartlett D. & Moody S. Wiley Blackwell and co-author with A. Jones of Dyslexia: Assessment & Reporting, 2nd Edition. The Patoss Guide, Hodder Education
As SpLD assessors and tutors, we are professionals working in a caring sector. Also, the nature of our work means that for a lot, if not all of the time, we are `lone workers’ because we are working one-to-one with students. This may be in our home or office, the student’s home or workplace, or even in a separate room in an educational setting. Our professionalism and caring nature means that we will often tend to put the student and our role first, and pay little attention to our personal safety and wellbeing. The aim of this workshop is to raise awareness of the potential risks for assessors and tutors as lone workers, and also to identify how these risks can be minimised through awareness of the factors associated with the person, task and environment, and some simple tips to promote our safety.
Colleen PearsonColleen Pearson has postgraduate qualifications in Specific Learning Difficulties (SpLD) (both dyslexia for FE/HE at MMU and DCD/dyspraxia at the University of Wales (Newport), AMBDA status and a current SpLD assessment practising certificate from PATOSS. She started her career as a full time dyslexia tutor and assessor at a college of further education in 2004, carrying out screenings and assessments, and providing specialist tuition to students with specific learning difficulties. She also taught on OCN Dyslexia Awareness Courses (level 2 and 3) and delivered CPD training on specific learning difficulties to college staff and students on relevant courses, including teacher training courses. She also provided specialist tuition to students at a local university.
Following redundancy, she became freelance in February 2010, continuing as a tutor working for agencies providing study skills tuition for students at two universities, as well as carrying out full diagnostic assessments. She also worked for Dyslexia Action as an e-learning tutor on their postgraduate certificate course in SpLD. She currently focuses on full diagnostic assessments for students (post 16) including those applying for Disabled Students Allowance or access arrangements for examinations and tuition. She also provides diagnostic assessments and workplace needs assessments for the workplace. Although she is self-employed, she has regular clients who use her services, including a University, a local dyslexia association and a sixth form college. She has worked as a PATOSS mentor since 2015. Colleen is a certified trainer for workplace personal safety through the Suzy Lamplugh Trust.
There will also be exhibitors, local groups networking group and issues groups throughout the day.