amazing guideWhile we were at the show we met Kate Power, author of “The Illustrated Guide to Dyslexia and Its Amazing People”, a new book from Jessica Kingsley Publishers. Through visual imagery and colourful text, Kate outlines what dyslexia means, how it feels, what to do about it, and how to learn to embrace it. She explores the advantages to being dyslexic, appreciates the challenges, and provides real life stories with a gallery of inspirational people who have done amazing things despite – or perhaps because of – their dyslexia. The book also provides a fun way of working out how dyslexia affects individuals specifically, and there’s a multitude of learning tools and tips too. It’s a beautiful book, suitable for all ages, and really positive. We definitely think it’s worth a read!

You can buy the book on Amazon http://amzn.eu/gJP3i0n

You can also get a sneak peek between the covers in this fantastic video - just click the image below.

dyslexia book trailer still shot

It was wonderful to meet so many people at the TES SEN Show at the Business Design Centre in Islington earlier this month. Liz, Julia and Ellie thoroughly enjoyed their time there, where they were able to demonstrate some of our favourite teaching tools, including our phonics cards, with the visitors. They also made some exciting new contacts and even found time to eat cake! The show was by far the best we’ve attended, with over 4,800 people visiting over the weekend, and we were impressed by the strong professional commitment of those who attended, who all demonstrated a passion for helping those with learning differences.

Next year’s show takes place on 5th and 6th October at the same venue, the Business Design Centre in London. See you there?

http://www.tessenshow.co.uk

TES3

   

   TES1   TES2

innovation bridgeJulia and Liz are delighted to announce that their grant from the Innovation Bridge has been awarded!  It is wonderful that the need for specialist training and provision is recognised and we feel privileged that our ongoing successes and reputation are reflected in their decision making.  We are in the process of developing some new courses, at competitive prices, that we are very excited about, including:

  • Level 5 Dyslexia/Specific Learning Difficulties Specialist in Group Interventions Award
  • Level 3 Dyslexia/Specific Learning Difficulties Practitioner Award
  • Level 2 Dyslexia/Specific Learning Difficulties Practitioner Award
  • CPD Dyslexia/Specific Learning Difficulties Best Practice CPD Modules

These are not intended to replace the Level 5 Diploma in Teaching Learners with Dyslexia/Specific Learning Difficulties, but to provide more choices and opportunities for progression, so that practitioners can choose the starting point that suits their individual circumstances.  More information will be given in the coming months, including some funding opportunities, so watch this space! 

We are delighted to be able to offer a wonderful resource for specialist teachers: our phonics cards and programme.  The cards and manual cost £150 +VAT.  Many of you will find this an invaluable resource.  If you would like to order one or would like more information contact This email address is being protected from spambots. You need JavaScript enabled to view it..

IMG 1169     IMG 1170

Here is an extract from the manual:

Red Stage:

  1. Red vowels and consonants

Before learners start this stage, they should be able to blend sounds orally (see phonological awareness).

It is very important that letters are not taught in isolation, but instead used in the context of real words. Don’t use letter names at this stage – just sounds.

The following words use only the letters: s t p n h m d r a

sat              pat              hat              mat

map            rap              man            ran

sad             dad             mad            had

Find these cards from the pack of red words, shuffle them and give them to the learner. If necessary, tell the learner each letter but be aware which ones s/he already knows. It is better to tell the learner the letters than to let them make a mistake (errorless learning).

If the learner manages to decode the word, even though you have given them as much information as they needed, put the word into a separate pile that you can call the ‘easy’ pile.

If the learner makes a mistake, give as little information as possible to enable him/her to get it right – do not be tempted to just give the answer. Cues that could be given at this stage are

  • If s/he reads ‘tap’ for ‘map’, say (while pointing to ‘m’), “this is a ‘m’, so the word is…?”
  • “Look here” (while pointing to the part of the word that is wrong).
  • “You guessed that – try again, listen to what I said” (and repeat what you told them before).

 Use the basic method for teaching these words.

 

Dyslexia Matters has just finished its first successful year working in partnership with The Dyslexia Centre, South Kensington. This was a new venture for us but we received a warm welcome from Jo Petty and her team and soon felt quite at home. 

As this was a new partnership we were a small, select group, but this did allow for lots of interesting questions - which got us putting our thinking caps on about how we could improve the course even more for our future candidates.

 As good practitioners, our team at Dyslexia Matters is always sharing ideas and expertise to improve the support we give to others, and we thought that it could only be a good thing if we could get our candidates to do the same. Following this cohort’s feedback, we have made some additions to our face to face course and have already had some positive feedback. In addition to the multisensory teaching we already do, we are now including short practical demonstrations showing how to turn theory into practice and will then get candidates to think about the activities they could make and use to support specific targets, sharing these with others on the course.

Lead assessor Julia Smith says: “As I write this I am aware that our first new cohort are beavering away thinking up and making activities to support SMART targets that they can share with each other when we next meet. I feel really excited by this, as do they and would therefore like to say a big ‘Thank you’ to Jo and her team, as I feel our partnership and the new venue enabled this to happen.”