Education: Empowering Educators to Support Neurodiverse Students

This talk will focus on one of the most pressing issues in dyslexia - and indeed the whole of neurodiversity: the inequalities that are factored into our education system and beyond. From the official definitions of dyslexia, ADHD, and autism, to the structures and practices of education, right through to the hidden injustices that prevent neurodivergent school leavers find work. These inequalities will be powerfully laid out with fun, dynamic, and interactive activities; and solutions will be offered that absolutely everybody can try.

Despite the long history of dyslexia in research and practice, there remain significant debates about use of the term and how dyslexia should be defined. Some have argued that the term lacks a scientific basis, while others argue that the term has significantly broadened. We used a Delphi study to establish areas of consensus in the field.
We presented dyslexia professionals from a range of disciplinary backgrounds with 55 statements about dyslexia.
We asked whether they agreed with the statements or how they would change them. After 2 rounds of review we had 41 statements with high consensus. These statements are used as the basis for an updated definition of dyslexia which takes account of recent research findings. This definition highlights that while phonological deficits are most commonly reported, dyslexia often occurs as a result of multiple underlying deficits. A focus on phonological deficits alone is too narrow and we advocate a holistic assessment approach.
The statements indicate considerable consensus about the nature of dyslexia; experiences of dyslexia; initial identification and what to assess. This consensus indicates the validity of the term dyslexia. However, there are some remaining areas of controversy which would benefit from further research.

Dr Ross will guide you through the dyslexia assessment process, linking various tests to different aspects of dyslexia and their real-life impact. She will then explore a sample assessment report, explaining how to interpret key findings, particularly standardised scores and the concept of a ‘spikey profile’ in relation to specific learning difficulties. The session will also examine the recommendations section of the report, discussing how these recommendations align with policy frameworks for special educational needs in England. This will include reference to key legislation such as the Equality Act 2010, the Children and Families Act 2014, and the Special Educational Needs and Disability Code of Practice: 0-25 Years. By the end of the presentation, you will have a clearer understanding of dyslexia assessment, how to interpret reports effectively, and the broader legal and educational context that informs support for individuals with specific learning difficulties.

Specific Learning Outcomes are as follows:

· Understanding how to commission a dyslexia assessment

· Understanding what a dyslexia assessment examines and wh

· Knowing how to interpret a dyslexia assessment report

· Knowing how to collaborate with schools to ensure reasonable recommendations from a report are implemented effectively.

In this presentation, Dr Ross will explain how private dyslexia assessments can be arranged and how to connect the various components of these assessments to practical interventions and support. Dr Ross will explore the idea of ‘reasonable adjustments’ for young learners and propose cost-effective methods to support young people, fostering positive relationships with learners and their families. The significance of private assessment reports will be examined in relation to the Equality Act 2020, the Children and Families Act 2014, and the Special Educational Needs and Disability Code of Practice: 0-25 Years. The necessity for organisations to thoroughly consider private assessments will be discussed, along with the risks of ignoring recommendations in these reports.

Specific Learning Outcomes are as follows:

· Comprehend the procedures associated with private dyslexia assessment

· Link elements of private assessments to the challenges faced by young people in the classroom

· Identify high-impact, low-cost strategies to assist young people with dyslexia in the classroom

· Recognise the importance of implementing ‘reasonable adjustments’ to support young people with dyslexia/SEND.

The seminar will be an enjoyable and entertaining presentation showcasing Susie’s 'Mind Boggling Multi-sensory Magic.’ This will inspire teachers and students with dyslexia to be able to access the curriculum in a fun way and recall information for future examinations. Susie will showcase effective decoding strategies as well as innovative tried and tested easy-to-replicate Multi-Sensory Techniques. These are published in ‘The Multi-sensory Toolkit’ published by Oaka books.

Participants will learn how to build an inclusive reading curriculum that prioritises accessibility and relevance. The session emphasises the importance of connecting reading to learners’ interests and lived experiences, fostering a sense of joy, purpose, and understanding that print has meaning—and, crucially, that it has meaning for them. This personalised approach helps learners engage with reading in ways that are relevant and motivating, supporting progress at every stage of literacy development.

Practical strategies to enhance engagement, memory, and comprehension will be shared, alongside tools to break down barriers and promote sustained attention and understanding. Attendees will gain insights into creating flexible, responsive frameworks that align with the needs of diverse learners, using universal design principles and differentiated instruction.

Join us to explore how joyful, meaningful, and inclusive approaches to reading can empower learners, foster confidence, and build strong foundations for literacy skills—from emergent reading through to comprehension.

Today's classrooms have a high percentage of recognised diagnoses and neurodivergence which affects reading and writing. This means it might not always be dyslexia or there could be other factors affecting their ability to learn. Libby and Laura have extensive experience and both are multi-award winning clinicians: Laura is an OT and Libby is a SALT. They will discuss sensory processing challenges, DLD, Auditory Processing disorder, Cerebral Visual Impairment, ADHD, Autism, Anxiety and executive function challenges.

Today's classrooms have a high percentage of recognised diagnoses and neurodivergence which affects reading and writing. This means it might not always be dyslexia or there could be other factors affecting their ability to learn. Libby and Laura have extensive experience and both are multi-award winning clinicians: Laura is an OT and Libby is a SALT. They will discuss sensory processing challenges, DLD, Auditory Processing disorder, Cerebral Visual Impairment, ADHD, Autism, Anxiety and executive function challenges.