Ages 3 – 11
A collection of fun and engaging learning activities to help primary school children with SEN to improve their reading and writing in an inclusive classroom. Each lesson is tailored to objectives for children working below National Curriculum levels and includes a learning objective, the resources needed, the main activity, a plenary activity and a consolidation activity to help support children’s understanding.
These lesson plans are taken from Kate Bradley and Claire Brewer’s new learning resource, 101 Inclusive and SEN English Lessons: Fun Activities and Lesson Plans for Children Aged 3 – 11. They have also authored 101 Inclusive and SEN Maths Lessons.
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In more than 100 interviews around the the world with 8-18-year-olds with dyslexia, Margaret Rooke has put together the first book of its kind; a book about young people with dyslexia, told by the young people themselves. Whilst they acknowledge that dyslexia can sometimes be a struggle, they also talk about the great strengths their dyslexia has given them, such as creativity, determination, empathy and grit. Take a look at some of the interviews here.
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Lisabeth Emlyn Clark talks about her experience of growing up with dyslexia and how she wishes she’d received the correct support at a younger age to help her manage it. Her personal story has inspired her to write a children’s book about a boy named Harry with dyslexia called I Don’t Like Reading.
As a child I loved looking at books and enjoyed having them read to me. Often with my favourite stories I would stare at the pages for an age, looking at every part of the picture so I could memorize the details while I listened to the words being spoken. When the pages were turned I would look at the picture and hear the first few words, and could finish the sentence before the reader did.
I remember being around 6 or 7 years old when I started to realise that my friends and class mates seemed to finish reading their books so much faster than I did. They all seemed to be on the harder stage books than me and some even on the ‘pupil choice’ stage. I left primary school having never been able to choose my own reading book!
It’s not that I couldn’t read then, or can’t read now; my issue has always been that I try so hard to read the text that it becomes harder to remember what I have just read and this makes books difficult to understand. Continue reading
In this chapter from The Parents’ Guide to Specific Learning Difficulties, Veronica Bidwell looks at the important role parents can play in supporting the learning of their child with dyslexia. Looking at the kind of difficulties typically experienced at different ages and stages of development, she provides some very reassuring and useful advice.
Click here to download the extract
Packed full of advice and practical strategies for parents and educators, her book is a one-stop-shop for supporting children with Specific Learning Difficulties (SpLDs), ranging from poor working memory, dyslexia, dyspraxia, dyscalculia, through to ADHD, Autism Spectrum Disorder (ASD), Auditory Processing Disorder (APD), Specific Language Impairment and Visual Processing Difficulty. Veronica is an Educational Psychologist with expert knowledge of Specific Learning Difficulties. She has been involved in education for over 30 years working with mainstream and special schools. She has run a leading independent Educational Psychology Service and has assessed many hundreds of pupils and provided advice and support to pupils, parents and teachers. Click here to find out more about her book.
Packed full of advice and practical strategies for parents and educators, this book is a one-stop-shop for supporting children with Specific Learning Difficulties (SpLDs). We talked to Veronica about how she came to write the book, about her long experience as an Educational Psychologist, and what advice she has for parents whose child has an SpLD.
What inspired you to write this book?
I always wanted a book that I could give to parents which they could use for reference. I wanted a book that would explain the various learning difficulty labels, and one that would provide advice and support. It has been difficult to find such a book, so I decided to write it myself.
For most parents it can be really daunting to find that their child has a Specific Learning Difficulty (SpLD) and that they will need to roll up their sleeves and get to work. Unlike teachers and other educational professionals, parents have had no training. It can be hard for them to know where to start.
Parents need guidance. My hope is that this book will be of help. I hope it will provide encouragement and that the stories included will inspire optimism. Continue reading