Session 1 - Dyscalculia - 9:30-11am - Delivered by Colin Foley
1) What Dyscalculia is and isn’t, including up to date research, key features, comorbidities, executive functioning impairments, emotional dysregulation. 2) Strategies for the classroom- including support for executive functioning, teaching mathematical concepts, presenting maths questions and tasks, structuring learning activities including working memory, engagement and support for self-management.
Session 2 - Dysgraphia - 11:15am-12:45pm - Delivered by Colin Foley
1) What Dysgraphia is and isn’t, including up to date research, key features, comorbidities, executive functioning impairments, emotional dysregulation. 2) Strategies for the classroom- including support for executive functioning, preparing for writing tasks, coordination, supporting the development of key handwriting skills, use of assistive technology, structuring learning activities including working memory, engagement and support for self-management.
Session 3 - Dyslexia - 1:15pm-2:15pm - Delivered by Colin Foley
What Dyslexia is and isn’t, including up to date research, key features, diagnostic criteria, comorbidities, executive functioning impairments, emotional dysregulation.
Strategies for the classroom- including support for executive functioning, communication, presenting written text, structuring literacy activities, support for reading, including word memory and centrality deficits, memory, engagement and support for self-management.
Session 4 - Autism - 2.30-3.30pm - Delivered by Emma Weaver
What Autism is and isn’t, including up to date research, key features, diagnostic criteria, comorbidities, executive functioning impairments, emotional dysregulation and the different presentations of Autism, including gender.
Strategies for the classroom- including support for executive functioning, communication, masking, visual processing, safety and security, mental health vulnerabilities, particularly learner anxiety, demand avoidant profiles and strategies to support this and support for self-management.
Strategies for the classroom- including support for executive functioning, communication, masking, visual processing, safety and security, mental health vulnerabilities, particularly learner anxiety, demand avoidant profiles and strategies to support this and support for self-management.
Session 5 - ADHD - 3.45-4.45pm - Delivered by Emma Weaver
What ADHD is and isn’t, including up to date research, key features, diagnostic criteria, comorbidities, executive functioning impairments, emotional dysregulation and the different presentations of ADHD, including gender.
Strategies for the classroom- including support for executive functioning, communication, masking, memory, engagement and support for self-management
Colin Foley
