Many dyslexic students feel defined by what they cannot do. Every day they have to do things they find hard but others seem to find easy. This course aims to show upper primary and secondary teachers what they can do to help dyslexic students to experience and acknowledge success. It examines the indicators and impact of dyslexia and what Dyslexia Friendly Schools can do to minimise the impact. Participants will explore a range of support strategies, including the use of assistive technology. They will also learn about new research that shows that resilience is a greater predictor of dyslexic success than gains in academic skills. A resilience program designed for dyslexic students will be outlined.
This course is designed for upper primary and secondary teachers
A normal online course is delivered over 1-12 weeks and is worth from 3-12 PDhrs depending on the course content and its objectives. Participants will not need to take time off, the course date is the START date only, end dates will be advertised with course hours. Learn more HERE.
The online format gives participants skills and time to:
This course contributes to 6.0 professional development hours.
|08/05/2017||Online||Places available||$269 + GST||Enrol Now|
|31/07/2017||Online||Places available||$269 + GST||Enrol Now|
Presentation of a working definition of dyslexia. Participants watch a video explaining the dyslexic brain and encouraged
to share in Forum 1;questions they have about dyslexia and dyslexic students.
Participants read a list of indicators of dyslexia and tick those seen in a dyslexic individual they would like to support. They identify hurdles these are likely to create in their Area. Working with a partner, you undertake a simulation activity that gives some insight into the psychological/emotional impact of dyslexia. Participants will watch a video in which dyslexics talk about how it feels to be dyslexic. They read a list of common strengths of dyslexics then watch a video on ‘The Dyslexic Advantage’. In Forum 2, participants discuss observations about the impact of dyslexia.
Participants read about the BDA Dyslexia Friendly accreditation. They conduct a private audit of their school/workplace, filling out a detailed form. They set two targets for their school/workplace. They go to a website to read through a sample policy and provision plan. They look at websites/videos showing what is being done at some schools/workplaces. In Forum 3, participants share observations about policy and provision.
Participants read about physical modifications, task modifications, instructional strategies and assessment strategies. They watch videos on dyslexia-friendly fonts and a number of strategies. They highlight support strategies already implemented in one colour and strategies they intend to implement in another. They trial at least 2 strategies. In Forum 4 they share support strategies that they have found to be effective.
Participants read about and access links to information about/videos of a variety of assistive technologies that can be helpful to a dyslexic individual. They identify the technologies that could practically be used in their setting. In Forum 5 they share experiences with use of at least one piece of technology.
Participants will read about research showing that resilience is a greater predictor of dyslexic success than gains in academic skills. They will look at some sample lessons from a program designed to develop resilience in dyslexic students. They will watch video footage of the program in action. In Forum 6 they will share elements of the program they feel they could use in their setting.
In this session participants have a choice of creating an action plan for achievement of the goals they selected for their workplace using a template provided OR reading a case study and writing up an IEP for the dyslexic student.
In Forum 7, participants share how they could put the case study student, an individual they work with or their workplace ‘on the road to success’.
Please note the feedback listed here is unfiltered, and includes all comments and ratings collected.
The course provided an excellent introduction to the definition of
dyslexia and provided practical activities to implement learning. The
use of comment boards allowed for greater engagement and learning
Very relevant to address student needs
A thorough and informative course filled with resources, knowledge and ideas on helping dyslexic students.
It was informative and useful for a general overview or introduction to Dyslexia.
Very informative, with lots of extra resources to view at later stages. I felt that the professional hours accredited to this course were in fact much less than the time spent reading/viewing and then responding to the activities. I’m sure if you attended the face to face course much information and activities undertaken would have been presented in a much quicker manner. I certainly spent more than 6 hours.
Very insightful course. Shirley was a great facilitator – there to answer queries and pose pensive questions.
Thank you for the opportunity the course Success with Dyslexia . It gave me the ability to learn more about Dyslexia and together with the exceptional learning support team implement effective and explicit instructions and strategies to ensure children with Dyslexia develop towards their fullest potential.We will also continue to use Read and Write Gold and look into other programs that will aid the process.
This was a very comprehensive course that was extremely well put together The presenter, Shirley Houston, gave lots of feedback in a timely manner and took a genuine interest in the participants’ comments. The activities were relevant and easily replicable. The resources were excellent and the presenter was first-rate.
Very informative and practical tips for use in the classroom and at home. Highly recommend this course to all teachers.
Really enjoyed doing the Success with Dyslexia course. Have learned a lot of great strategies that i am very keen to try with the students.
I thoroughly enjoyed the course, I have shared the sites and videos with admin staff, parents and other teachers. It has certainly changed the way I approach all student’s learning but focusing on students who may face challenges in order to meet the expected level.
I found the course helped me as a Dyslexic and gave me ways of helping others. It was intensive but very well put together with all material relevant.
I loved doing this course and learnt so much from it.
The course was very professional, well-structured and coherent. I enjoyed doing it very much. I do think, however, that it was too long.
Shirley has a Masters degree in Special Education and has been teaching in the area of Special Needs for 30 years. She has taught in government and independent schools, primary and secondary, universities and TAFE. Shirley has also taught in several states of Australia and in the U.S. Her particular interests are specific learning difficulties, early childhood, education of young gifted children and literacy. She loves travel, reading and music.