Julia Rowlandson BA Hons, PGCE, Dip RSA SpLD, AMBDA (Co-Director of Understanding and Supporting Learning)
‘The child or young person is at the ‘heart of the system.’ Revised Code of Practise 2014
“Every student can learn, just not on the same day, or the same way” George Evans ESL Kids Games
This conference will explore different ways of presenting information and securing learning.
It will suggest alternative tasks and resources and a variety of methods to assess the stage of learning each pupil has reached.
The importance of strengthening executive functions will be stressed.
Successful learning cannot take place with weak attention, organisation, planning and working memory. The needs of pupils with SEND must be met so that they are in the most receptive state for learning and can access tools.
Delegates will leave with suggestions for alternative ways of presenting materials and a range of strategies and interventions.
The BASIS model for Accelerated learning
Ways of differentiating assessment, outcome, support and task
The importance of Metacognition
The Cone of Learning
Learning preferences and teaching styles
Language and Processing
The power of questioning
Interventions and Strategies
Julia is a member of PATOSS and an Associate Member of the British Dyslexia Association. She has a degree in English, a post-graduate certificate in primary education and a diploma, with distinction, in specific learning difficulties. For 7 years she was Deputy Head at a specialist school for boys aged 8-18 years, with dyslexia, dyspraxia, ADHD, ASD and speech and language processing difficulties. She then spent three years as Education Director of Barrington Stoke. Since 2005, she has worked as an education consultant in the UK and abroad, delivering SEND training for the British Dyslexia Association and the National Education Union. In 2009, she worked on the screening of 1,400 children in Years 3 and 7 for the government project, ‘No to Failure’. She has worked as an advisor to the Times Educational Supplement online resources, recategorising their Special Needs taxonomy and collecting resources.