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“A child I am working with regarding attendance at school - this course has made me realise that the behaviours he shows all have meanings behind them. I will definitely change my approach with this child and apply some of the strategies I have gained on the course.

“Training has helped me focus on the main reasons for dyslexia and our choice and effectiveness of interventions. The use of mnemonics (for 2 Y6 pupils) in a regular 3x week intervention (1:1 ) have shown some improvements on their spelling results when recently assessed. They are not at age expected but have retained some spellings, one child is better at spotting an incorrect spelling and has learned the blends needed, but still struggles to retain the word in its entirety. Both these children have co-morbidity- ADHD diagnosed, one on medication, but without doubt their focus is frequently affected. I am constantly having to stress the frequency that the interventions need to be delivered i.e. at least 3x week in order for them to be successful; and include some independent time on the other 2 days for the children to practise e.g. over learn by playing a sound game; use Nessy or similar software, teachers like the speed of precision teaching (having assessed tricky word knowledge/first 100 HFW/statutory year group spelling lists or words commonly spelled wrong in their daily writing) and several children can be managed effectively over a week when teachers organise their adult support well. We are including this in Y1 to focus on the lowest spellers, we will be able to check in on their progress after phonic screening and evaluate who may need further assessment to check whether dyslexia is a likely concern.

“Really enjoyed this training and I enjoyed watching and listening to the videos and hearing the accounts from all angles.

“I know I said questions 1-3 I was only somewhat confident with; although I’m confident with the theory, I feel like I need more practice in person before I will be fairly/strongly confident. I look forward to implementing this training in my practice, which, due to the school I work at, is very child led.

“I have a good understanding of strategies that will support the children in my whole class with good practise teaching skills.

“Talking in person to my tutor was most helpful, as it was easier to discuss different techniques.

“The first section of the course with information about hearing loss and levels, the different types of hearing aid equipment and ways of assessing was useful and interesting. The case studies were interesting to watch and to hear the opinions and thoughts of young deaf people, however, I found this section to be less relevant to my role. The children in the examples were all older and more capable, whereas many of the deaf children we see have more complex needs. However, I did find it particularly useful in this instance to hear the parents’ views and to be reminded of how overwhelming it can all be at this stage and the number of professionals involved within a child's life. It has made me think about the environment in home visits and currently video calls, and the importance of joint visiting with specialist teachers and working together.

“It has really made me think about how Dyslexia affects students - and where it is derived from (physically) - which enables me to make links now between seemingly disparate things (such as disorganisation and reading).