General Description

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.

Audience

This course is designed for upper primary and secondary teachers

Teaching Standards

1.1.2 Proficient Level - Know students and how they learn - Physical, social and intellectual development and characteristics of students:  Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning,

1.3.2 Proficient Level - Know students and how they learn - Students with diverse linguistic, cultural, religious and socio-economic backgrounds:  Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds,

1.5.2 Proficient Level - Know students and how they learn - Differentiate teaching to meet the specific learning needs of students across the full range of abilities:  Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities,

1.2.2 Proficient Level - Know students and how they learn - Understand how students learn:  Structure teaching programs using research and collegial advice about how students learn,

1.6.2 Proficient Level - Know students and how they learn - Strategies to support full participation of students with disability:   Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements,

2.5.2 Proficient Level - Know the content and how to teach it - Literacy and numeracy strategies:  Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement,

2.6.2 Proficient Level - Know the content and how to teach it - Information and Communication Technology (ICT):  Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful,

3.2.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Plan, structure and sequence learning programs:   Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning,

3.3.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Use teaching strategies:  Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking,

3.4.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Select and use resources:  Select and/or create and use a range of resources, including ICT, to engage students in their learning

Are you in NSW? If so, this is relevant for you

Completing “Success with Dyslexia” before 4th February 2022 under NESA’s interim arrangements will contribute 6 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and assessment of NSW curriculum addressing standard descriptors  1.1.2, 1.3.2, 1.5.2, 1.2.2, 1.6.2, 2.5.2, 2.6.2, 3.2.2, 3.3.2, 3.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.