LON16/11/17 Developing your Dyslexic Students’ Self-Esteem

Date: 16/11/2017

Location: Ambassadors, Bloomsbury London

Price (per person): Members £155, Non-members £185

13 Spaces Remaining

LON16/11/17 Developing your Dyslexic Students’ Self-Esteem

Presenters: Lesley Burnett with Sharon Goldie and Kevin Smith

Booking Ref: LON16/11/17

Day of Week: Thursday

Course Times: 10.00am to 4.15pm (registration from 9.30pm)

Link to Venue: Ambassadors Hotel, Bloomsbury

Aim: Helping students to understand what dyslexia means to them and how they can use their self-realisation of their strengths and weaknesses to develop effective learning strategies.

Objectives:

  • Why is motivation vital for academic success for SpLD Learners?
  • What is motivation and self-concept?
  • Identifying and classifying the dyslexic student’s self-esteem
  • Developing practical strategies to develop the dyslexic student's self-esteem in the Classroom by employing Clean Language to enable to students to express their thoughts both strengths and barriers to learning effectively to their teacher.

Target audience: All teachers who are working with dyslexic learners

Prerequisites: No prerequisites, in terms of qualifications, or resources are needed.

Course Details: Research has demonstrated that 70% of academic success depends upon the belief of the student that they can succeed. The dyslexic student’s constant failure with regard to literacy skills, has been shown to lower their self-esteem. These negative feelings are likely to have long-lasting effects, in the way they manifest themselves, which is likely to be complex, taking the form of vulnerability to stress, feelings of learned helplessness and depression.

Thus simply putting a dyslexic child on a literacy program without addressing the emotional consequences of constant literacy failure is only tackling one aspect of the child’s learning. Researchers demonstrated that once a dyslexic student comes to terms with their dyslexia, they are more likely to be both academically, and emotionally successful learners, as they are able to take command of their learning.

To empower dyslexic students to succeed in education it has been shown that it is important that educators understand what self-esteem and self-concept are, how to assess the self-esteem of dyslexic learners and finally, to apply effective teaching strategies which enhance the self-esteem and self-concept of their dyslexic learners. Such strategies can be successfully integrated into any literacy or numeracy program, or any teaching or learning situation.

Teachers who can identify and assess their students’ motivation, who can provide intervention which enhances their students’ motivation, will lead to their learners to being academically successful.

The day will:

  • Look at what Self-esteem and self-concept is
  • How it affects the learner with an SpLD
  • How a teacher can profile the SpLD student’s motivation through the use of both standardised and non-standardised questionnaires, (looking at case studies). The standardised questionnaire will be Myself as a Learner which is an academic self-concept questionnaire developed by the late Professor Burden of Exeter University
  • Using effective strategies to enhance the student's self-esteem, using approaches from: clean language; metaphor studies which helps dyslexic students to develop a self-realisation; attribution studies, which have shown how dyslexic students can successfully re-attribute their mindset from one of failure to success.

Presenters:

Lesley Burnett:

Lesley has 37 years’ experience of working in education. She has been a teacher, SENCo and Deputy Head and has also worked as an advisory specialist teacher in both Primary and Secondary schools for East Sussex LA. From 2009 to 2011, Lesley was the Postgraduate Programme Director for Dyslexia Action, leading a team of 45 tutors in developing and delivering the Postgraduate Certificate and Diploma courses for teachers under the Rose Review funding. Lesley now works as an independent dyslexia/ SpLD specialist and consultant and divides her time between carrying out diagnostic assessments (including those for DSAs), training teachers, advising in schools, specialist teaching, speaking about dyslexia and writing. She is particularly interested in the effect of Specific Learning Difficulties on self-esteem, motivation and learning.

Sharon Goldie:

Sharon has worked in the field of Special Educational Needs for over 30 years. She worked as a SENCo in various comprehensive schools for 22 years. Passionate about helping dyslexic students to achieve their learning potential through the use of assistive technology, she joined iansyst Ltd as a dyslexia consultant. Her role included delivering seminars and workshops to Schools, Colleges and Universities across the UK on matching software to individual needs and how to apply it in both a teaching and learning capacity. She now works privately as a dyslexia support tutor and also a mentor for students with mental health difficulties in several universities across the Midlands including the Open University. She is also an A.T. trainer for dyslexic students on specialist software. She is currently working part time for Notts County Council as a moderator for their Dyslexia Friendly Schools initiative. She holds a Post Graduate Certificate in Dyslexia, OCR Certificate in Teaching Learners with Specific Learning Difficulties (dyslexia) and is also an NLP Trainer.

Kevin Smith

Kevin was diagnosed with Dyslexia at the age of seven.  He attended Frewen College, a boarding school for Dyslexic boys.  Kevin gained a BA in Law and History at university and to fulfil his keen interest in helping others like him he pursued training in special education.

He now holds a Masters Degree in Dyslexia Studies and a Postgraduate Diploma in Assessing Students with Specific Learning Differences (SpLD).  Kevin is currently completing a PhD in Dyslexia Studies.

He began his teaching career in Further Education, working in colleges both in London and Luton and then became Director of Training with the Dyslexia Association of Singapore. He has also taught in Higher Education as a course leader for a Master’s Degree in Specific Learning Difficulties, and has supported Dyslexic students in Higher Education.

Currently, Kevin is the CPD Programme Co-ordinator for PATOSS, and also, is a Study Skills teacher at Westminster School, London.

Please Note: This is not SpLD Assessment Standards Committee (SASC) Authorised Training