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In this episode of The Dyslexia Explored Podcast, host Darius Namdaran is joined by Christian Boer, the creator of the Dyslexie font, a typeface designed specifically to aid those with dyslexia. Christian shares his personal journey with dyslexia, from his struggles in school to the innovative font he designed as his final year art school project. The discussion delves into the unique features of the Dyslexie font, its global impact over the past 17 years, and practical tips for making reading easier for individuals with dyslexia. Sponsored by Dyslexia Productivity Coaching, the episode offers rich insights into the challenges and solutions surrounding dyslexia and literacy.Dyslexie Font how to acquire: https://dyslexiefont.com/en/ Hoy Foundation: https://hoyfoundation.org/ British Dyslexia Association: https://www.bdadyslexia.org.uk/ Dyslexia Scotland: https://dyslexiascotland.org.uk/ NoticeAbility: https://www.noticeability.org/ Irlen Syndrome: https://www.irlensyndrome.org/what-is-irlen-syndrome/ TEDx: https://youtu.be/qVaeGOflF7w?si=bSyXLB-_VbfOa6Qp This podcast is sponsored by: Dyslexia productivity coaching?: http://dyslexiaproductivitycoaching.com/ Dyslexia Quiz: https://bulletmapacademy.com/dyslexia-quiz/Bulletmap Academy: https://bulletmapacademy.comHow to Mindmap: https://www.bulletmapacademy.com/courses Ai and Mindmapping Training: https://www.ivvi.app/ai-mindmapping Interested in being a guest? Email us at info@bulletmapacademy.com
Alison Eason discusses her recognition as the Changemaker of the Year at the nasen Awards for her innovative work in using technology to support students with special educational needs and disabilities (SEND). She emphasises how her computing strategies help students with dyslexia, dyspraxia, autism, and ADHD, promoting independence and reducing reliance on teaching assistants. Alison shares her journey of upskilling in technology during the pandemic, becoming a Google trainer, and implementing tools like Google Classroom to enhance learning. She highlights various accessibility features available on Chromebooks, such as text-to-speech and widget, which empower students to express themselves and engage more effectively in their education. The conversation covers the importance of fostering independence in students and using technology to create inclusive learning environments. Alison advocates for embracing tech in schools to prepare children for a future where technology plays a central role. She encourages educators to challenge themselves and leverage tech to personalise student experiences, ultimately enhancing their learning outcomes. About Alison Alison Eason has been a Primary School Teacher since 2005, working in London and Essex in a range of schools from good to outstanding. After completing a Master's in Education, Inclusion and Diversity in 2015, she became an Associate Member of British Dyslexia Association and went on to become a specialist Dyslexia Teacher in 2017. Over the course of her career, Alison developed a passion for working with SEN (Special Educational Needs) students and has dedicated the last 9 years to working with SEN children. She often felt that their voices went unheard and was concerned about the lack of creativity and quality of education SEN children received in some classrooms, due to staff not having access to learning the right skills necessary to create inclusive classrooms. She has been the head of ARP of an Additional Resourced Provision in North London, leading a team of specialist teachers and teaching assistants in delivering an outstanding and very personalised education for children who have autism. In addition, she is working with other local schools on a consultancy basis. She is proud of her ARP and describes it as a fun, engaging environment where children receive structure, predictability and an education that will prepare them for life as an independent person. She provides ongoing support and training to her team and also teachers the students for part of the week. She is a qualified SENCO and continues to work with other educators, families and children in understanding the complexities of SEN and how best to engage and support these learners. Alison is also an advocate in using adapted technologies and IT in the classroom, preparing her students for life where technologies are playing an ever-increasing role in everyday life; to engage and accelerate the learning and independence of her students. Contact Alison x.com/AlisonEason2 https://www.chalgroveprimary.org.uk/ About the nasen awards The nasen awards celebrate outstanding contributions to the education and support of children and young people with SEND. These annual awards recognise individuals, schools, and organisations that demonstrate exceptional commitment to inclusive education and the advancement of SEND practices. nasen is a charitable organisation that supports children and young people with SEND. nasen's goals include Influencing government policy, providing information, training and resources to support practitioners and contributing to the debate and effecting change to improve outcomes for children and young people. Useful Links nasen website nasen events and CPD nasen live conference nasen Awards Teach Primary November 2024 Article on ‘Partnering Up' (How schools can develop a good home-school relationship and make a difference to a child with SEN) page 33 Sensory audit – How to optimise your school for autistic children 2024 BERA blog November 2023 Widgit 40th anniversary Video (01:23) Behind the Mask: How to help autistic pupils be themselves at school (page 8) RISE Supporting autistic primary pupils March 2024 'Digital Inclusion: Leveraging EdTech to Enhance SEND Provision' May 2024 IGPP Institute of Government &Public Policy speaker 2023: Integrating Technology for Enhanced Support of SEND Students in Teaching Practice Google for education (11:49) - Accessibility & Inclusion The Anywhere School 2022 B Squared Website – www.bsquared.co.uk Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast Email Dale – dale@bsquared.co.uk Subscribe to the SENDcast - https://www.thesendcast.com/subscribe The SENDcast is powered by B Squared We have been involved with Special Educational Needs for over 25 years, helping show the small steps of progress pupils with SEND make. B Squared has worked with thousands of schools, we understand the challenges professionals working in SEND face. We wanted a way to support these hardworking professionals - which is why we launched The SENDcast! Click the button below to find out more about how B Squared can help improve assessment for pupils with SEND in your school.
What if school was a place where dyslexic students felt understood, supported, and empowered to thrive?In this special 100th episode, Matt sits down with Michelle Catterson, a leading voice in dyslexia education and advocacy. As the Executive Headteacher of Moon Hall School, Michelle has spent the last seven years transforming the school, growing student numbers from 85 to 200, and leading it to national recognition for specialist provision and personal development.Beyond her role in education, Michelle is also the Chair of the Board for the British Dyslexia Association (BDA) and a member of several All-Party Parliamentary Groups, where she works alongside MPs and House of Lords representatives to shape education policies for students with Special Educational Needs (SEN). Her advocacy ensures that dyslexic individuals receive the support they deserve, not just in schools, but also in the workplace and wider society.In this conversation, Michelle shares her personal journey from scientific research to education, the challenges dyslexic students face in mainstream schools, and what truly makes Moon Hall School a life-changing environment for its students. We also dive into the power of assistive technology, the importance of teacher training, and how policy changes can improve dyslexia support at a national level.If you're a parent, teacher, or employer looking to better understand how to support dyslexic individuals in education and beyond, this episode is packed with insights, strategies, and real-life success stories.Key Topics:A well-designed learning environment transforms dyslexic students' experiences—Moon Hall School proves how tailored education changes lives.Assistive technology is a game-changer—it supports independence and confidence for dyslexic learners.Dyslexia advocacy must extend beyond schools—employers and policymakers need to step up.Parental involvement is key—families play a crucial role in ensuring students get the right support.Small changes in teaching methods make a big impact—schools should focus on strengths, not just struggles.Timestamps00:01 – 00:40: Introduction—celebrating episode 100!00:41 – 02:46: Meet Michelle Catterson—her journey from science to education.02:47 – 05:10: Early teaching experiences and discovering a passion for SEN.05:11 – 07:20: The transition to Moon Hall School and growing it into a nationally recognised specialist school.07:21 – 10:03: The challenges of mainstream schools for dyslexic students.10:04 – 11:45: What makes Moon Hall School unique?11:46 – 15:00: The role of governance and leadership in shaping school policies.15:01 – 18:30: The importance of assistive technology and how AI is changing dyslexia support.18:31 – 22:15: The impact of teacher training and why it's crucial for better SEN education.22:16 – 25:40: Michelle's advocacy work with the British Dyslexia Association and Parliament.25:41 – 30:15: How dyslexia support needs to evolve beyond school into the workplace.30:16 – 34:50: The biggest myths and misconceptions about dyslexia.34:51 – 37:30: Rapid-fire questions and closing thoughts.For more hacks tip and tricks for dyslexia and full show notes please visit Dyslexia Life Hacks.Facebook, LinkedIn, Twitter
In recent years, we have seen increasing requests for diagnoses related to autism, dyslexia, and other neurodiverse conditions. Often parents may feel that having a diagnosis is a golden ticket to access support, but this is merely a step in a long journey of understanding and support. Dr Susie Nyman joins Dale in the studio to discuss ‘Life's ups and downs of having or not having a special educational needs assessment', bringing her wealth of experience as a teacher and curriculum manager for Health and Social Care at Farnborough Sixth Form College. She highlights the emotional complexities parents face when deciding whether to pursue an assessment, including concerns about stigma and the impact of labels. Susie elaborates on neurodiversity, explaining that it recognises neurological differences as valid human variations. She notes that specific learning difficulties (SpLD) affect how information is processed and can present across various abilities. The conversation touches on the potential strengths of neurodiverse individuals, such as unique problem-solving abilities and creativity. Susie stresses the importance of creating supportive environments for neurodiverse students, emphasising that challenges often arise from mismatches between individuals and their surroundings rather than the individuals themselves. Susie advocates for understanding each student's unique needs and finding strategies that work for them. About Dr Susie Nyman Dr Susie Nyman is passionate about discovering how children learn and supporting them in ways which enable them to succeed. She was appointed as a Biology teacher at The Sixth Form College Farnborough in 1995, and subsequently as Curriculum Manager for Health and Social Care where she has worked ever since. Susie strives to raise students' achievements and support them in ways which enables them to succeed. She works with her students deploying a range of innovative and Multi-sensory teaching techniques to assist their learning including her ‘Equality and Diversity Tree' and famous puppets! Additionally, she has provided training to PGCE students at Kingston University, and in a number of local schools and colleges on teaching strategies. Since February 2017, Susie has presented seminars on ‘Multi-sensory Techniques' at The Learning Differences Conventions in Australia, Richmond College, The Helen Arkell Centre, Bell House, The Oratory School, The National Education Show and The Tes SEN Shows in London and Manchester. Recently, she was filmed ‘in action' for The British Dyslexia Association as well as Oaka Books, and the footage is available on YouTube. Subsequently, she has written a chapter about ‘Multi-sensory Teaching' in the BDA Dyslexia Friendly Schools Good Practice Guide and ‘The Multi-sensory Teaching Toolkit' by Oaka Books. In recognition of over 21 years continued service at The Sixth Form College Farnborough, Susie has been nominated three times by the College for the ‘Tes FE Teacher of the Year Award'. This is an honour of which she is immensely proud. Contact Susie drnymanconsultancy.co.uk https://x.com/DrSusieNyman drsusienyman@drnymanconsultancy.co.uk Useful Links Listen to Susie's other podcasts B Squared Website – www.bsquared.co.uk Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast Email Dale – dale@bsquared.co.uk Subscribe to the SENDcast - https://www.thesendcast.com/subscribe The SENDcast is powered by B Squared We have been involved with Special Educational Needs for over 25 years, helping show the small steps of progress pupils with SEND make. B Squared has worked with thousands of schools, we understand the challenges professionals working in SEND face. We wanted a way to support these hardworking professionals - which is why we launched The SENDcast! Click the button below to find out more about how B Squared can help improve assessment for pupils with SEND in your school.
Send us a textDo you think you know what dyslexia is? You might be surprised!Links to our sources for the episode:International Dyslexia Association definition: https://dyslexiaida.org/definition-of-dyslexia/British Dyslexia Association definition: https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/what-is-dyslexiaYale Center for Dyslexia and Creativity definition: https://dyslexia.yale.edu/dyslexia/what-is-dyslexia/Article about Dr. Manuel Casanova's research into the brain structure of autistic and dyslexic people: https://news.louisville.edu/news/autism-researchers-work-yields-insight-dyslexiaThe Dyslexic Advantage, by Brock Eide and Fernette Eide https://www.goodreads.com/book/show/9897792-the-dyslexic-advantageDyslexia Journey has conversations and explorations to help you support the dyslexic child in your life. Content includes approaches, tips, and interviews with a range of guests from psychologists to educators to people with dyslexia. Increase your understanding and connection with your child as you help them embrace their uniqueness and thrive on this challenging journey!Send us your questions, comments, and guest suggestions to parentingdyslexiajourney@gmail.comAlso check out our YouTube channel! https://www.youtube.com/@ParentingDyslexiaJourney
In this episode I have an insightful conversation with Arran Smith, the Vice Chair of the British Dyslexia Association who himself has Dyslexia. We hear about Arran's journey, from diagnosis to how he has navigated the world with the learning difference. He talks about the important role that his mother and primary school teacher had and he gives some great tips and advice to parents and guardians as to how they can best support their child. It was a fascinating interview and I now have a better understanding of Dyslexia. I hope you enjoy listening. If you have any comments about this episodes or have a specific topic you'd like to hear about please email me at lessonsoutside@gmail.com
In this episode, we chat with Darren Clark, a renowned neurodiversity consultant who has worked with major organizations such as Netflix and HSBC. Darren is also a global partner for the International Dyslexia Association, an ambassador for the British Dyslexia Association, and an advisor to the UK government's All-Party Parliamentary Group on Specific Learning Difficulties. We delve into the unique challenges dyslexic individuals face and discuss how our app's innovative features are designed to support their success. Promova is dedicated to creating an inclusive and empowering learning environment for everyone. Tune in to learn how we can help neurodivergent learners thrive and embrace diversity in all its forms! Follow us on social media: Promova YouTube: https://www.youtube.com/@promovaapp Promova Instagram: https://www.instagram.com/promova/ Promova TikTok: https://www.tiktok.com/@promova Promova X (former Twitter): https://twitter.com/promova_app Darren YouTube Channel: https://www.youtube.com/@UC_kl1cW8xjN29YMXvML9G-g
All students benefit from personalised learning. By empowering them in a person-centred manner, they can engage openly with educators, making essential connections between subject content and their own experiences. This approach enhances their ability to remember and recall key information for future examinations. We're thrilled to welcome back Dr. Susie Nyman in this week's episode for another engaging discussion on personalisation and the person-centred approach for SEND students. Her insights are rooted in her work at The Sixth Form College, Farnborough, including her involvement with the Thursday Dyslexia Club. In her conversation with Dale (and Percy Pig), Susie covers the following key topics: Empowerment and power Empathy and compassion Respect and dignity Providing choice and autonomy Respecting the individual's values and preferences Participation Independence Control Additionally, Susie shares strategies and solutions tailored to various students and subjects, drawn from her classroom experiences. The discussion focuses on aligning personal needs, goals, and aspirations with real-world contexts, ensuring that learning is both meaningful and accessible. About Dr Susie Nyman Dr Susie Nyman is passionate about discovering how children learn and supporting them in ways which enable them to succeed. She was appointed as a Biology teacher at The Sixth Form College Farnborough in 1995, and subsequently as Curriculum Manager for Health and Social Care where she has worked ever since. Susie strives to raise students' achievements and support them in ways which enables them to succeed. She works with her students deploying a range of innovative and Multi-sensory teaching techniques to assist their learning including her ‘Equality and Diversity Tree' and famous puppets! Additionally, she has provided training to PGCE students at Kingston University, and in a number of local schools and colleges on teaching strategies. Since February 2017, Susie has presented seminars on ‘Multi-sensory Techniques' at The Learning Differences Conventions in Australia, Richmond College, The Helen Arkell Centre, Bell House, The Oratory School, The National Education Show and The Tes SEN Shows in London and Manchester. Recently, she was filmed ‘in action' for The British Dyslexia Association as well as Oaka Books, and the footage is available on YouTube. Subsequently, she has written a chapter about ‘Multi-sensory Teaching' in the BDA Dyslexia Friendly Schools Good Practice Guide and ‘The Multi-sensory Teaching Toolkit' by Oaka Books. In recognition of over 21 years continued service at The Sixth Form College Farnborough, Susie has been nominated three times by the College for the ‘Tes FE Teacher of the Year Award'. This is an honour of which she is immensely proud. Contact Susie https://x.com/DrSusieNyman drnymanconsultancy.co.uk drsusienyman@drnymanconsultancy.co.uk Useful Links Slide handout Teaching students from the inside out - podcast Inclusive Learner Cocktails - podcast Student Icebergs - podcast Vote for B Squared at the Education Today Awards: https://educationtodayawards.co.uk/vote/ B Squared Website – www.bsquared.co.uk Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast Email Dale – dale@bsquared.co.uk Subscribe to the SENDcast - https://www.thesendcast.com/subscribe The SENDcast is powered by B Squared We have been involved with Special Educational Needs for over 25 years, helping show the small steps of progress pupils with SEND make. B Squared has worked with thousands of schools, we understand the challenges professionals working in SEND face. We wanted a way to support these hardworking professionals - which is why we launched The SENDcast! Click the button below to find out more about how B Squared can help improve assessment for pupils with SEND in your school.
In today's podcast we delve into the profound mental health effects of dyslexia and the crucial need to address them. Dyslexia not only presents self-esteem challenges but also carries significant implications for individuals' overall well-being. However, there are numerous ways to mitigate the detrimental effects of dyslexia, especially when it is openly discussed and destigmatised. Once again, we are joined by Dr. Helen Ross, who shares her insights on 'Identifying Dyslexia and Why it Matters'. In our conversation, Helen emphasises the importance of screening to identify dyslexia, enabling individuals to better understand themselves and fostering a supportive environment where teachers can comprehend their needs. By making necessary adjustments in the classroom and adopting a holistic approach, we can empower individuals with dyslexia to thrive. “If kids don't understand why they do things in a certain way, or don't do things in a certain way, that's when that ‘I'm stupid' thought process happens with them.” Dr Helen Ross By helping children understand why they may approach certain tasks differently or struggle with specific areas, we can prevent the detrimental thought process that often leads to feelings of inadequacy and self-judgement. About Dr Helen Ross Dr Helen Ross is a fully qualified special needs teacher and former SENCO, working as an independent educational research consultant, specialist assessor and SEND expert. Helen is a Trustee of the British Dyslexia Association, Chair of the Wiltshire Dyslexia Association and is on the board of the US, not-for profit National Coalition of Independent Scholars. She has consulted for the British Dyslexia Association, The Committee for Science and Technology (part of the UK Government), and Wiltshire Local Authority. She also works internationally with various third sector and commercial organisations with evaluation, consultancy and resource development. Helen's research explores stakeholder experiences of SEND provision within the mainstream education sector, focussing on the empowerment of those supporting young people, to help them to take ownership of their own learning. She uses her findings from research to inform her own practice and to support other practitioner in their own work, through CPD webinars and live sessions. Contact Helen helen@helensplace.co.uk https://x.com/drhelenross helensplace.co.uk/ Useful Links British Dyslexia Association website Succeed With Dyslexia B Squared Website – www.bsquared.co.uk Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast Email Dale – dale@bsquared.co.uk Subscribe to the SENDcast - https://www.thesendcast.com/subscribe The SENDcast is powered by B Squared We have been involved with Special Educational Needs for over 25 years, helping show the small steps of progress pupils with SEND make. B Squared has worked with thousands of schools, we understand the challenges professionals working in SEND face. We wanted a way to support these hardworking professionals - which is why we launched The SENDcast! Click the button below to find out more about how B Squared can help improve assessment for pupils with SEND in your school.
In this episode of 'Dyslexia Explored,' host Darius Namdaran is joined by Donna Stevenson to delve into the journey of supporting neurodivergent individuals. They explore strategies across various life stages, from childhood to adulthood, including early indicators and practical methods for dyslexic adults. The discussion highlights the transformative role of creativity and AI in learning, with tools like ChatGPT and Microsoft Copilot breaking down barriers. Together, they provide a comprehensive overview of how evolving cultural understanding and innovative techniques can enhance the lives of those with dyslexia and ADHD. This podcast is sponsored by: http://dyslexiaproductivitycoaching.com/ Neurobox website: https://neurobox.co.uk/who-we-are/ Succeed with Dyslexia: https://www.succeedwithdyslexia.org/ British Dyslexia Association: https://www.bdadyslexia.org.uk/ AND Network: https://www.andnetwork.com.au/ Scanning Pens: https://www.scanningpens.com/ Dyslexia Show: https://neurodiversity.show/ Dyslexia Quiz: https://bulletmapacademy.com/dyslexia-quiz/ Dyslexia at Work: www.ivvi.app Bulletmap Academy Page: https://bulletmapacademy.com Show notes: https://bulletmapacademy.com/blog/150/ Interested in being a guest? Email us at info@bulletmapacademy.com
Send us a Text Message.As a neurodiverse person too, Tumi has experienced the chaos that comes with it, struggling to be organized and often needing assistance from his wife. Tumi's neurodiversity is Dyspraxia, one of the least recognised or understood forms of neurodiversity. Interestingly, Dyspraxia is more prevalent than ADHD and Autism in the UK; however, there are close to 50 times more publications about the latter than the former. Dyspraxia is medically described as Developmental Coordination Disorder. "Dys" means difficulty while "Praxia" means Action. Hence, it means difficulty executing gross or fine motor skills. It also includes struggling with organization, time management, forgetfulness, and sleep. On the other hand, some of the strengths include creativity, empathy, and the ability to speak publicly. Audacity and confidence—how do they shape our personal and professional lives, especially for a dyspraxic man finding love in a world filled with societal expectations? Sarah and her guest unpack this topic with heartfelt anecdotes, from overcoming insecurities to the significant role of empathy and strong friendships. The discussion extends to navigating employment as a neurodivergent person, highlighting the impact of representation, mentorship, and advocacy within the Black neurodiversity community. This episode also touches on the practicalities of daily life challenges and the crucial need for systemic support, providing a comprehensive look into the world of neurodiversity and success.● Tumi's website: www.theblackdyspraxic.com● Connect with Tumi on LinkedIn (Tumi Sotire), Twitter (Tumi Sotire), and Instagram (@theblackdyspraxic)The membership also offers a full diagnostic assessment for neurodiversity from educational psychologists or Medical Doctors closely supported by the British Dyslexia Association and Lexxic. This is huge because of the long waitlist. Nonmembers are charged £5 at Divineenigma.org for a body doubling session.Support the Show.Join, support, and access exclusive episodes now.https://www.buzzsprout.com/2083560/subscribe(@divineenigma338) Instagram (@divineenigma) please complete the form before you book ● Join Sarah's 6-week coaching: https://divineenigma.org/product/6-week-coaching-plan/ Join Today!NeuroEnigma Membership if you'd like to support this independent podcast, click for free ebook Producer & Host: Sarah Music: “She Royalty” by Amaro & “Whistle” by Lukas Got Lucky
Dr. Helen Ross, dyslexia expert and consultant, joined Dale this week in what they had planned to be a discussion on dyslexia and mental health. However, their conversation took an unexpected turn, leading them on a meandering path through various topics and reflections on life. They therefore decided to call the episode ‘Whole life mental health meanderings'. During this lively discussion, Helen and Dale ended up reflecting on their lives which took them all over the place – from labels, Helen's projects, and parental expectations to period pains and their own life journeys. The essence of their conversation centred around the idea that there is no one-size-fits-all template for life. They dove into the concept that imperfections and failures can lead to unexpected and sometimes even more fulfilling outcomes. Dr. Helen Ross captured our meandering journey with this analogy; "Sometimes you forget to put the eggs in your cake, and it doesn't matter because you end up with slop, and it tastes good." While their discussion may have deviated from the original topic of dyslexia and mental health, the insights shared in this episode are valuable and relatable. Life is a complex journey, and it's essential to find what works for us individually, even if it means veering off the expected path. About Dr Helen Ross Dr Helen Ross is a fully qualified special needs teacher and former SENCO, working as an independent educational research consultant, specialist assessor and SEND expert. Helen is a Trustee of the British Dyslexia Association, Chair of the Wiltshire Dyslexia Association and is on the board of the US, not-for profit National Coalition of Independent Scholars. She has consulted for the British Dyslexia Association, The Committee for Science and Technology (part of the UK Government), and Wiltshire Local Authority. She also works internationally with various third sector and commercial organisations with evaluation, consultancy and resource development. Helen's research explores stakeholder experiences of SEND provision within the mainstream education sector, focussing on the empowerment of those supporting young people, to help them to take ownership of their own learning. She uses her findings from research to inform her own practice and to support other practitioner in their own work, through CPD webinars and live sessions. Contact Helen https://twitter.com/drhelenross https://www.facebook.com/drhelenross http://helensplace.co.uk/ helen@helensplace.co.uk Useful Links The make up of neurodiversity Mary Colley style · B Squared Website – www.bsquared.co.uk · Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast · Email Dale – dale@bsquared.co.uk · Subscribe to the SENDcast - https://www.thesendcast.com/subscribe The SENDcast is powered by B Squared We have been involved with Special Educational Needs for over 25 years, helping show the small steps of progress pupils with SEND make. B Squared has worked with thousands of schools, we understand the challenges professionals working in SEND face. We wanted a way to support these hardworking professionals - which is why we launched The SENDcast! Click the button below to find out more about how B Squared can help improve assessment for pupils with SEND in your school.
In this fun podcast Dr Shae Wissell speaks with Dr Helen Ross about living with dyslexia and undiagnosed ADHD. Helen is a dyslexia expert and Special Educational Needs specialist with experience in independent and public education sectors, as well as at local and national levels. As a former teacher/SENDCo with over 10 years of experience, I now work as a freelance consultant, researcher, and board member. Helen offers a unique perspective as she is dyslexic herself, emphasising the importance of creating positive educational environments. She has spoken at various conferences and panels, including the All-Party Parliamentary Group on Dyslexia, and have been published in numerous peer-reviewed and guest publications. Helen serves as a Trustee for the British Dyslexia Association, Chair of the Wilshire Dyslexia Association, and Founder of Helen's Place - providing support, tuition, and research for families and teachers of children with Dyslexia and SEN. Im Dr Shae Wissell and you have been listening to the Dear Dyslexic Podcast, brought to you by re:think dyslexia. To keep up-to-date with all our news sign up to our mailing list and follow us on Facebook, LinkedIn and Instagram. If you haven't done so yet, subscribe to your favourite podcast platform, rate, and review this podcast. Join me next time for another conversation on the Dear Dyslexic podcast series.
Exams can be a daunting experience for students as they face the pressure to perform well and the associated stress. Many students may feel unprepared, lacking effective revision techniques and uncertainty about what to expect in the exam room. Today, I am delighted to welcome back Dr Susie Nyman, one of our regular guests, to discuss ‘Standardised Approach to Exams'. With GCSE and A-Level exams fast approaching, Susie shares invaluable insights on how to succeed in exams, not just for students with SEND but for all, enabling them to achieve higher grades and secure admission to university. During our conversation, Susie highlights the following strategies: Observing and narrating Lesson delivery Multisensory techniques Teaching new terminology Effective notes and revision cards Exam technique Practice papers/questions Command verbs Levels of response questions Listen to gain valuable insights into Susie's tried and tested techniques, designed to prepare your students for success in exams and, ultimately, even help them enjoy the process. About Dr. Susie Nyman Dr Susie Nyman is passionate about discovering how children learn and supporting them in ways which enable them to succeed. She was appointed as a Biology teacher at The Sixth Form College Farnborough in 1995, and subsequently as Curriculum Manager for Health and Social Care where she has worked ever since. Susie strives to raise students' achievements and support them in ways which enables them to succeed. She works with her students deploying a range of innovative and Multi-sensory teaching techniques to assist their learning including her ‘Equality and Diversity Tree' and famous puppets! Additionally, she has provided training to PGCE students at Kingston University, and in a number of local schools and colleges on teaching strategies. Since February 2017, Susie has presented seminars on ‘Multi-sensory Techniques' at The Learning Differences Conventions in Australia, Richmond College, The Helen Arkell Centre, Bell House, The Oratory School, The National Education Show and The Tes SEN Shows in London and Manchester. Recently, she was filmed ‘in action' for The British Dyslexia Association as well as Oaka Books, and the footage is available on YouTube. Subsequently, she has written a chapter about ‘Multi-sensory Teaching' in the BDA Dyslexia Friendly Schools Good Practice Guide and ‘The Multi-sensory Teaching Toolkit' by Oaka Books. In recognition of over 21 years continued service at The Sixth Form College Farnborough, Susie has been nominated three times by the College for the ‘Tes FE Teacher of the Year Award'. This is an honour of which she is immensely proud. Contact Susie @DrSusieNyman drnymanconsultancy.co.uk drsusienyman@drnymanconsultancy.co.uk Useful Links Published work Susie's books · B Squared Website – www.bsquared.co.uk · Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast · Email Dale – dale@bsquared.co.uk · Subscribe to the SENDcast - https://www.thesendcast.com/subscribe The SENDcast is powered by B Squared We have been involved with Special Educational Needs for over 25 years, helping show the small steps of progress pupils with SEND make. B Squared has worked with thousands of schools, we understand the challenges professionals working in SEND face. We wanted a way to support these hardworking professionals - which is why we launched The SENDcast! Click the button below to find out more about how B Squared can help improve assessment for pupils with SEND in your school.
When Nathan was diagnosed with dyslexia at 35, he couldn't believe that this is what he had battelling with all through school and university and then in the workplace. And then finally with the diagnosis of dyslexia was able to access the support needed to thrive in work. Later, Nathan set-up as a coach to help others with neurodiveristies like dyslexia and ADHD so that they too can thrive in the workplace.In this episode of the podcast, Nathan shares with Matthew Head his journey with Dyslexia and gives insights of techniques he uses with his coaching clients to help them find solutions on their own. Nathan is a coach, trainer and facilitator who has been focusing on 'neurodiversity in the workplace' since 2015. Nathan supports teams and individuals to help them amplify their strengths and manage the things they find difficult.Nathan has worked across the technology, engineering, commercial and non-profit sectors in leadership roles. In addition to Nathan's experience in the workplace, he also has personal experience within the family of neurodiversity, shaping his innovative approach to supporting individuals and teams to be their most effective.Nathan is accredited with the British Dyslexia Association as a workplace needs assessor, in addition to holding qualifications in coaching from the Institute of Leadership and Management (ILM) and the international coaching federation (ICF).Key Topics:Coaching,Finding you have Dyslexia later in life,Dyslexia, ADHD and Autism.Find Nathan at:LinkedInWebsite-Proudly sponsored by neurobox. Working together with organisations and employees neurobox builds neuroinclusive workplaces. They do this by creating awareness, improving wellbeing, and breaking down barriers through their tailored end-to-end support programmesFor more hacks tip and tricks for dyslexia and full show notes please visit Dyslexia Life Hacks.Facebook, LinkedIn, Twitter
If you haven't experienced walking through the woods, then how are you supposed to write a descriptive story about it? We have these experiences to draw upon as adults, but children don't. How can we give these experiences to children in school? Joining Dale again is the wonderful Dr Susie Nyman, who will guide us through the fascinating realm of multi-sensory stories. Susie emphasises the importance of incorporating visual elements, deep knowledge, and understanding to truly grasp the essence of a story. As always, Susie brings her trademark enthusiasm and an array of props to the studio, igniting children's imagination and helping them read and comprehend stories in an exciting way. You're in for a treat with this episode as Susie treats us to a delightful poem reading and demonstrates how to create a multi-sensory story first-hand. She takes us through techniques using balloons, playdoh, puppets, and even explores the possibilities offered by assistive technology such as reading pens. Susie's insightful tips and insights will empower you to create immersive and engaging multi-sensory stories in your own setting. About Dr Susie Nyman Dr Susie Nyman is passionate about discovering how children learn and supporting them in ways which enable them to succeed. She was appointed as a Biology teacher at The Sixth Form College Farnborough in 1995, and subsequently as Curriculum Manager for Health and Social Care where she has worked ever since. Susie strives to raise students' achievements and support them in ways which enables them to succeed. She works with her students deploying a range of innovative and Multi-sensory teaching techniques to assist their learning including her ‘Equality and Diversity Tree' and famous puppets! Additionally, she has provided training to PGCE students at Kingston University, and in a number of local schools and colleges on teaching strategies. Since February 2017, Susie has presented seminars on ‘Multi-sensory Techniques' at The Learning Differences Conventions in Australia, Richmond College, The Helen Arkell Centre, Bell House, The Oratory School, The National Education Show and The Tes SEN Shows in London and Manchester. Recently, she was filmed ‘in action' for The British Dyslexia Association as well as Oaka Books, and the footage is available on YouTube. Subsequently, she has written a chapter about ‘Multi-sensory Teaching' in the BDA Dyslexia Friendly Schools Good Practice Guide and ‘The Multi-sensory Teaching Toolkit' by Oaka Books. In recognition of over 21 years continued service at The Sixth Form College Farnborough, Susie has been nominated three times by the College for the ‘Tes FE Teacher of the Year Award'. This is an honour of which she is immensely proud. Contact Dr Susie Nyman x.com/DrSusieNyman drnymanconsultancy.co.uk drsusienyman@drnymanconsultancy.co.uk Useful Links Susie's books Immersive Reader Video - https://www.youtube.com/watch?v=3n5emMEm3Uk · B Squared Website – www.bsquared.co.uk · Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast · Email Dale – dale@bsquared.co.uk · Subscribe to the SENDcast - https://www.thesendcast.com/subscribe The SENDcast is powered by B Squared We have been involved with Special Educational Needs for over 25 years, helping show the small steps of progress pupils with SEND make. B Squared has worked with thousands of schools, we understand the challenges professionals working in SEND face. We wanted a way to support these hardworking professionals - which is why we launched The SENDcast! Click the button below to find out more about how B Squared can help improve assessment for pupils with SEND in your school.
When was the last time you used a pen? Maybe when completing a form, or writing some Christmas cards, but we certainly don't have pen pals anymore! Everything outside of school is digital and has been replaced with technology – so why do we still expect children at school to write perfectly with no mistakes? Around 10% of the population are dyslexic and it's a condition that goes beyond difficulties with reading and writing, often leading to profound effects on an individual's well-being. In today's episode, Dr Helen Ross a dyslexia expert and consultant, joins Dale for a lively discussion on the relationship between ‘Dyslexia and Mental Health'. Helen draws upon her personal experience and expertise to emphasise the damaging effects on children and young people of being belittled for their inability to write neatly, spell correctly, or make mistakes in their handwriting. The infamous pen licence can create all-consuming anxiety for some children and young people and the pressure they put on themselves permeates every aspect of their lives! I hope you have a great last day of term and enjoy your well-deserved break! Don't forget that new episodes will still be released throughout the Christmas break, so make sure you tune in if you get a chance! About Dr Helen Ross Dr Helen Ross is a fully qualified special needs teacher and former SENCO, working as an independent educational research consultant, specialist assessor and SEND expert. Helen is a Trustee of the British Dyslexia Association, Chair of the Wiltshire Dyslexia Association and is on the board of the US, not-for profit National Coalition of Independent Scholars. She has consulted for the British Dyslexia Association, The Committee for Science and Technology (part of the UK Government), and Wiltshire Local Authority. She also works internationally with various third sector and commercial organisations with evaluation, consultancy and resource development. Helen's research explores stakeholder experiences of SEND provision within the mainstream education sector, focussing on the empowerment of those supporting young people, to help them to take ownership of their own learning. She uses her findings from research to inform her own practice and to support other practitioner in their own work, through CPD webinars and live sessions. Contact Dr Helen Ross http://x.com/@drhelenross http://helensplace.co.uk/ helen@helensplace.co.uk Useful Links Ross, H (2023) ‘Educating Post COVID-19: Moving on From Pandemic Pedagogy' The Independent Scholar 9 pp 5-22 Available from: https://www.ncis.org/sites/default/files/TIS%20Vol.9%20FINAL.pdf Ross, H. (2023, March) ‘No Woman is an Island' From the Council to the Commons Chamber 3: 25. Ross, H. (2022, November) ‘Dyslexia: from the Inside and Out.' Dystinct Magazine 12: 41-56. Ross, H (2023). Interviewed by Stig Abell. Aasmah Mir and Stig Abell with Times Radio Breakfast. Times Radio 14 March. Available at https://www.thetimes.co.uk/radio/live (Accessed 14 March 2023) Ross, H (2023) Expert Opinion in ‘ChatGPT for students with Dyslexia? Expert Opinion: Examining the use of ChatGPT as an Assistive Technology Tool for Students with Learning Disabilities', Feb 23 [Online] Available at https://on.dystinct.org/chatgpt-learning-disability-assistive-technology-expert-opinion/ (Accessed 14 March 2023) · B Squared Website – www.bsquared.co.uk · Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast · Email Dale – dale@bsquared.co.uk · Subscribe to the SENDcast - https://www.thesendcast.com/subscribe The SENDcast is powered by B Squared We have been involved with Special Educational Needs for over 25 years, helping show the small steps of progress pupils with SEND make. B Squared has worked with thousands of schools, we understand the challenges professionals working in SEND face. We wanted a way to support these hardworking professionals - which is why we launched The SENDcast! Click the button below to find out more about how B Squared can help improve assessment for pupils with SEND in your school.
In this episode actor and dialect coach Katie Heath discusses her experiences being a neurodivergent actor, and the performers she now works with. She is joined by her wife, coach and designer, Lisa Marie Hall as they advocate for neuro-inclusive ways of working in the industry. Links to helpful organisations: Right to Choose, British Dyslexia Association, ADHD Aware, Diagnosis Pathways, Dyspraxia UK.This podcast was made by the Actors Benevolent Fund. If you are an actor or a stage manager who is struggling, please get in touch with the ABF by visiting our website at www.actorsbenevolentfund.co.uk Hosted on Acast. See acast.com/privacy for more information.
Delighted to welcome my guest for my Neurodiversity Stories Topic of talk - The need for GCSE reform and how the Education system is stacked up against those with SEN? Guest : Michelle Catterson Michelle Catterson has been the headteacher of Moon Hall School in Reigate, Surrey, for the last five years. Under her leadership the school numbers have grown to capacity, and the school has received a number of national awards for pupil personal development and best specialist provision. Michelle is also chair of the Board for the British Dyslexia Association and a member of two All-Party Parliamentary Groups working alongside MPs and representatives from the House of Lords. Michelle is a strong advocate for education and particularly for those with SEN, ensuring that every child has access to the education they deserve We discuss the need for GCSE reform and how the Education system is stacked up against those with SEN? We then follow onto the impact that this has on learners i.e. having to resit Maths and English GCSE until 18. And finish on the topic of AI and what the future of Education should look like? Come and join us to hear Michelle's incredible story
This week I was lucky enough to speak to Jake Posner, the owner, and creator of the clothing brand No One True Anything. Jake has been creating clothing that is formulated by dyslexia and championing sustainability.He is an ambassador for the British Dyslexia Association and has been vocal about challenging the education system in the UK to help those with neurodivergence, and dyslexia have equal alternative educational options and opportunities to thrive.Over the past few years, I noticed that a number of people living in the UK have been seeking assessments for neurodiverse disabilities. The topic was now up for discussion online and on the rise on TikTok. According to the Brain Charity, Dyslexia influences at least 1 in 10 people and is a genetic difference in an individual's ability to learn and process information.Over 6 million individuals in the UK have dyslexia and may not have received a diagnosis. Stay tuned to find out more. Thank you for listening I hope you enjoy it and please don't forget to give my podcast a rating and a follow.
Episode Description:This week on the podcast, Andrew speaks to Katrina Cochrane - founder and owner of Positive Dyslexia - an organisation that focuses on diagnostic assessments for children and adults & provides training for companies.In their conversation, Katrina reveals how she learned she was neuro-divergent late in life. They also discuss why the way neurodiversity is viewed has changed over the years. And Andrew and Katrina discuss what the neurodivergent community needs to do if there is going to be real change.About the host:The Invisible Gift is hosted by entrepreneur and dyslexic, Andrew Kitley. With twenty years experience, Andrew Kitley has worked his way up the metaphorical and literal ladder to become Managing Director of Kitall: an engineering firm.Under Andrew's guidance, Kitall is now one of the most sought after names to complete complex engineering projects in the UK. In each episode of The Invisible Gift, Andrew seeks the advice and inspiration of a fellow trailblazer who has defied the odds to achieve the extraordinary - turning the challenge of dyslexia into a gift.About the guest:Katrina Cochrane is one of the world's leading experts on Dyslexia and learning difficulties. She started her career as a learning support teacher, and has worked her way up to become the founder and owner of Positive Dyslexia. Positive Dyslexia primarily focuses on diagnostic assessments for children and adults, however does also offer awareness training for companies, INSET training at schools and colleges and masterclasses from other experts who share their experiences with dyslexia and other Neurodiversity's. Katrina also volunteers for dyslexia charities, such as Adult Dyslexia Care and British Dyslexia Association.Resources:https://www.positivedyslexia.co.uk/http://theinvisiblegift.com/https://www.kitall.co.uk/https://www.onefineplay.com/
Episode Description:This week on the podcast, Andrew meets Managing Director of SEND group, the UK Dyslexia and SEND Consultant at Microsoft, and also director and founder of The Dyslexia Show - Arran Smith.In their conversation, Andrew learns about the teacher that changed everything for Arran. They also discuss sensory overload, and Arran explains why spotlighting hidden disabilities is the key to getting support.About the host:The Invisible Gift is hosted by entrepreneur and dyslexic, Andrew Kitley. With twenty years experience, Andrew Kitley has worked his way up the metaphorical and literal ladder to become Managing Director of Kitall: an engineering firm.Under Andrew's guidance, Kitall is now one of the most sought after names to complete complex engineering projects in the UK. In each episode of The Invisible Gift, Andrew seeks the advice and inspiration of a fellow trailblazer who has defied the odds to achieve the extraordinary - turning the challenge of dyslexia into a gift.About the guest:Arran Smith is the Managing Director of SEND group, as well as the UK Dyslexia and SEND Consultant at Microsoft. Arran also directs and founded The Dyslexia Show - an event for everyone with dyslexia, neurodiversity, as well as people, businesses, and organisations supporting and working with them. At the show there are seminars, workshops, various types of support, and the opportunity to discover the latest developments in the field of dyslexia.He is a Trustee at the British Dyslexia Association, Chairman of The Leicestershire Dyslexia Association, Consultant at The Levels School, and a Director at Read Successfully Tugs.Resources:https://dyslexiashow.co.uk/http://theinvisiblegift.com/https://www.kitall.co.uk/https://www.onefineplay.com/
Are you familiar with Rosenshine's 10 principles of instruction? Rosenshine's principles are based on evidence-informed teaching and enhance teacher performance in the classroom. They are to be implemented into everyday teaching for simplicity and clarity and underpin any effective approach to instruction in lessons: Daily review Presenting new material in small steps (consequently reducing cognitive overload) Asking questions Presenting models Guided student practice (by practising retrieval, questioning and appropriate help) Checking for student understanding Achieving an elevated success rate of 80% Providing scaffolding (facilitating incremental mastery of a skill or concept) Independent practice Weekly and monthly review Dr Susie Nyman joins Dale for today's podcast ‘Using Rosenshine's Principles of Instruction with SEND Students'. Susie gives an insight into how the 10 principles can be implemented in the classroom with SEND students. Listen to hear innovative strategies and solutions she has used first-hand whilst working in the classroom at The Sixth Form College, Farnborough and at The Oratory School. About Dr Susie Nyman Dr Susie Nyman is passionate about discovering how children learn and supporting them in ways which enable them to succeed. She was appointed as a Biology teacher at The Sixth Form College Farnborough in 1995, and subsequently as Curriculum Manager for Health and Social Care where she has worked ever since. Susie strives to raise students' achievements and support them in ways which enables them to succeed. She works with her students deploying a range of innovative and Multi-sensory teaching techniques to assist their learning including her ‘Equality and Diversity Tree' and famous puppets! Additionally, she has provided training to PGCE students at Kingston University, and in a number of local schools and colleges on teaching strategies. Since February 2017, Susie has presented seminars on ‘Multi-sensory Techniques' at The Learning Differences Conventions in Australia, Richmond College, The Helen Arkell Centre, Bell House, The Oratory School, The National Education Show and The Tes SEN Shows in London and Manchester. Recently, she was filmed ‘in action' for The British Dyslexia Association as well as Oaka Books, and the footage is available on YouTube. Subsequently, she has written a chapter about ‘Multi-sensory Teaching' in the BDA Dyslexia Friendly Schools Good Practice Guide and ‘The Multi-sensory Teaching Toolkit' by Oaka Books. In recognition of over 21 years continued service at The Sixth Form College Farnborough, Susie has been nominated three times by the College for the ‘Tes FE Teacher of the Year Award'. This is an honour of which she is immensely proud. Contact Dr Susie Nyman: Website – drnymanconsultancy.co.uk Email – drsusienyman@drnymanconsultancy.co.uk Twitter – @DrSusieNyman Useful Links Eastap, L. and Gregory, J. (Ed's) (2018) Dyslexia Friendly Schools Good Practice Guide 2nd Edition, British Dyslexia Association. Nyman, S. (2020). How to become a Grade Riser. Chichester: Oaka Books: https://www.oakabooks.co.uk/collections/revision-extras/products/how-to-be-a-grade-riser-by-dr-susie-nyman-teacher-must-have Nyman. S. (2019) The Exam Question Task Board. Chichester: Oaka Books: https://www.oakabooks.co.uk/products/task-board-by-dr-susie-nyman?_pos=1&_sid=cf1663598&_ss=r Nyman, S (2019). Sensory Support for Dyslexia. Retrieved from The SEN Magazine issue 103: https://issuu.com/senmagazine/docs/sen103 Nyman, S (2020). How to get an A* in English. Retrieved from The Studying with Dyslexia Blog: https://studyingwithdyslexiablog.co.uk/blog/oakabooks-bambi-gardiner-how-to-get-an-a-in-english-dr-susie-nyman-confirmed-for-the-bda-good-practice-in-dyslexia-and-literacy-conference Nyman, S (2022) ‘Student Icebergs with Dr Susie Nyman'. SENDcast Special Needs Podcast: https://www.thesendcast.com/student-icebergs/ Nyman, S (2021). Scanning Pens: ‘Live Literacy Strategies with Julia and Susie': ‘https://youtu.be/vlgw2O2-SPg Nyman, S (2022). OCR: Preparing students for exams tips for teachers: https://www.youtube.com/watch?v=Ch3JuRQsyVo B Squared Website – www.bsquared.co.uk Meeting with Dale to find out about B Squared - https://calendly.com/b-squared-team/overview-of-b-squared-sendcast Email Dale – dale@bsquared.co.uk Subscribe to the SENDcast - https://www.thesendcast.com/subscribe
* Please note - There are some technical difficulties with the sound on this episode. It does not impact the ability the hear the full episode. Never underestimate the power of your gut feel. When you have a child who is struggling at school and you feel it as a parent you act. Sometimes the system can say "it's OK they'll catch up", or "don't worry yet, it's early". Today's podcast is all about this very story. Today I speak with Philipa, she is a mom of two boys living in the UK. She felt early on that one of her children was really struggling but kept being told everything was fine. The Pandemic in 2020 gave her, even more, clarity on the situation when she began to see what a day of schooling was for her children. This episode explores: - How to ask questions - What signs to look for - How to support your child through hard times - Supporting your child in understanding their learning Philipa has taken her own personal life experience and what she has learned from supporting her children and becoming a life coach. She can be found at www.safeandsupported.co.uk. If you are in the UK and looking for information on Dyslexia, check out British Dyslexia Association. Are you looking for help and support for your child with learning needs? Check out Access2Education for our services to see how we help families navigate through this challenging time. From in-depth work on your child's Individual Education Plan to guide you through the process, Access2Education is here to support you. Check out our SERVICES page to book a call now!
Episode Description:In today's show, Andrew meets dyslexic fashion designer Jake Posner. In their conversation, Jake explains how his brand was born out of his neurodiversity, the boys discuss why fast fashion is bad for the planet and consumers, and Jake shares the story of when he arrived unannounced at Selfridges asking for a meeting!Top Quotes:“In life, you have to be constantly evolving. Evolve or go extinct.” - Jake Posner“My dyslexia allows me to tell stories, to be imaginative. It allows me a different way of seeing the world.” - Jake PosnerAbout the host:The Invisible Gift is hosted by entrepreneur and dyslexic, Andrew Kitley. With twenty years experience, Andrew Kitley has worked his way up the metaphorical and literal ladder to become Managing Director of Kitall: an engineering firm.Under Andrew's guidance, Kitall is now one of the most sought after names to complete complex engineering projects in the UK. In each episode of The Invisible Gift, Andrew seeks the advice and inspiration of a fellow trailblazer who has defied the odds to achieve the extraordinary - turning the challenge of dyslexia into a gift.About the guest:Jake Posner is a fashion designer and founder of his own brand NO ONE TRUE ANYTHING. NO ONE TRUE ANYTHING was founded in 2021 and has been directly inspired by Jake's experiences with dyslexia. Jake is also an ambassador for the British Dyslexia Association and his work has been featured in a number of global publications such as Forbes Magazine and The Guardian.Resources:http://theinvisiblegift.com/https://www.kitall.co.uk/https://www.onefineplay.com/https://noonetrueanything.com/
A discussion based on neurodiverse learners and strategies to help them cope with the run up to Christmas. Susie talks about strategies and solutions she has discovered whilst working in the classroom setting at The Sixth Form College, Farnborough as well as in Curriculum Support at The Oratory School. It is always useful to have a toolbox of strategies for teachers, parents/carers to use with SEND students in the run up to Christmas, to alleviate the worries and stresses of the festive season. Listen to help children with SEND to prepare for this weekend. About Dr Susie Nyman Dr Susie Nyman is passionate about discovering how children learn and supporting them in ways which enable them to succeed. She was appointed as a Biology teacher at The Sixth Form College Farnborough in 1995, and subsequently as Curriculum Manager for Health and Social Care where she has worked ever since. Susie strives to raise students' achievements and support them in ways which enables them to succeed. She works with her students deploying a range of innovative and Multi-sensory teaching techniques to assist their learning including her ‘Equality and Diversity Tree' and famous puppets! Additionally, she has provided training to PGCE students at Kingston University, and in a number of local schools and colleges on teaching strategies. Since February 2017, Susie has presented seminars on ‘Multi-sensory Techniques' at The Learning Differences Conventions in Australia, Richmond College, The Helen Arkell Centre, Bell House, The Oratory School, The National Education Show and The Tes SEN Shows in London and Manchester. Recently, she was filmed ‘in action' for The British Dyslexia Association as well as Oaka Books, and the footage is available on YouTube. Subsequently, she has written a chapter about ‘Multi-sensory Teaching' in the BDA Dyslexia Friendly Schools Good Practice Guide and ‘The Multi-sensory Teaching Toolkit' by Oaka Books. In recognition of over 21 years continued service at The Sixth Form College Farnborough, Susie has been nominated three times by the College for the ‘Tes FE Teacher of the Year Award'. This is an honour of which she is immensely proud. Contact Dr Susie Nyman: Website – drnymanconsultancy.co.uk Email – drsusienyman@drnymanconsultancy.co.uk Twitter – @DrSusieNyman Useful Links Eastap, L. and Gregory, J. (Ed's) (2018) Dyslexia Friendly Schools Good Practice Guide 2nd Edition, British Dyslexia Association. Nyman, S. (2020). How to become a Grade Riser. Chichester: Oaka Books: https://www.oakabooks.co.uk/collections/revision-extras/products/how-to-be-a-grade-riser-by-dr-susie-nyman-teacher-must-have Nyman. S. (2019) The Exam Question Task Board. Chichester: Oaka Books: https://www.oakabooks.co.uk/products/task-board-by-dr-susie-nyman?_pos=1&_sid=cf1663598&_ss=r Nyman, S (2019). Sensory Support for Dyslexia. Retrieved from The SEN Magazine issue 103: https://issuu.com/senmagazine/docs/sen103 Nyman, S (2020). How to get an A* in English. Retrieved from The Studying with Dyslexia Blog: https://studyingwithdyslexiablog.co.uk/blog/oakabooks-bambi-gardiner-how-to-get-an-a-in-english-dr-susie-nyman-confirmed-for-the-bda-good-practice-in-dyslexia-and-literacy-conference Nyman, S (2022) ‘Student Icebergs with Dr Susie Nyman'. SENDcast Special Needs Podcast: https://www.thesendcast.com/student-icebergs/ Nyman, S (2021). Scanning Pens: ‘Live Literacy Strategies with Julia and Susie': ‘https://youtu.be/vlgw2O2-SPg Nyman, S (2022). OCR: Preparing students for exams tips for teachers: https://www.youtube.com/watch?v=Ch3JuRQsyVo
Away in a Manger, Holly & the Ivy, We three kings, Jingle Bells and Silent Night are all traditional Christmas Carols, but have you ever considered the connection they have with SEND? In Part 2 of ‘SEND Christmas Crackers', Susie bases her discussion on a range of topics linked to a variety of Christmas carols, connecting fascinating stories to neurodiverse case studies. About Dr Susie Nyman Dr Susie Nyman is passionate about discovering how children learn and supporting them in ways which enable them to succeed. She was appointed as a Biology teacher at The Sixth Form College Farnborough in 1995, and subsequently as Curriculum Manager for Health and Social Care where she has worked ever since. Susie strives to raise students' achievements and support them in ways which enables them to succeed. She works with her students deploying a range of innovative and Multi-sensory teaching techniques to assist their learning including her ‘Equality and Diversity Tree' and famous puppets! Additionally, she has provided training to PGCE students at Kingston University, and in a number of local schools and colleges on teaching strategies. Since February 2017, Susie has presented seminars on ‘Multi-sensory Techniques' at The Learning Differences Conventions in Australia, Richmond College, The Helen Arkell Centre, Bell House, The Oratory School, The National Education Show and The Tes SEN Shows in London and Manchester. Recently, she was filmed ‘in action' for The British Dyslexia Association as well as Oaka Books, and the footage is available on YouTube. Subsequently, she has written a chapter about ‘Multi-sensory Teaching' in the BDA Dyslexia Friendly Schools Good Practice Guide and ‘The Multi-sensory Teaching Toolkit' by Oaka Books. In recognition of over 21 years continued service at The Sixth Form College Farnborough, Susie has been nominated three times by the College for the ‘Tes FE Teacher of the Year Award'. This is an honour of which she is immensely proud. Contact Dr Susie Nyman: Website – drnymanconsultancy.co.uk Email – drsusienyman@drnymanconsultancy.co.uk Twitter – @DrSusieNyman Useful Links Eastap, L. and Gregory, J. (Ed's) (2018) Dyslexia Friendly Schools Good Practice Guide 2nd Edition, British Dyslexia Association. Nyman, S. (2020). How to become a Grade Riser. Chichester: Oaka Books: https://www.oakabooks.co.uk/collections/revision-extras/products/how-to-be-a-grade-riser-by-dr-susie-nyman-teacher-must-have Nyman. S. (2019) The Exam Question Task Board. Chichester: Oaka Books: https://www.oakabooks.co.uk/products/task-board-by-dr-susie-nyman?_pos=1&_sid=cf1663598&_ss=r Nyman, S (2019). Sensory Support for Dyslexia. Retrieved from The SEN Magazine issue 103: https://issuu.com/senmagazine/docs/sen103 Nyman, S (2020). How to get an A* in English. Retrieved from The Studying with Dyslexia Blog: https://studyingwithdyslexiablog.co.uk/blog/oakabooks-bambi-gardiner-how-to-get-an-a-in-english-dr-susie-nyman-confirmed-for-the-bda-good-practice-in-dyslexia-and-literacy-conference Nyman, S (2022) ‘Student Icebergs with Dr Susie Nyman'. SENDcast Special Needs Podcast: https://www.thesendcast.com/student-icebergs/ Nyman, S (2021). Scanning Pens: ‘Live Literacy Strategies with Julia and Susie': ‘https://youtu.be/vlgw2O2-SPg Nyman, S (2022). OCR: Preparing students for exams tips for teachers: https://www.youtube.com/watch?v=Ch3JuRQsyVo
This week on Excuse me we're going to be talking about something that effects approximately 15% of all people. Dyslexia. Dyslexia doesn't discriminate as it occurs in people of all genders and backgrounds. Dyslexia occurs in every language spoken and from every country. And most people don't even know that they live with it.Today's Guest is a great friend of mine who is an advocate for spreading awareness and dismantling the stigma that surrounds Dyslexia. Che Turner. Che is the founder of the smart dyslexic. Where his goal is to help others with dyslexia gain a deeper understanding of the challenge, so they can live productive and fulfilling lives. Che recently shared his own Dyslexia story online with the British Dyslexia Association in an incredibly personal and touching article. Che is also working a little something incredible that will potentially change the game for anyone who has dyslexia. Follow Che Turner and the Smart Dyslexic:Site Title (smartdyslexic.com)Smart Dyslexic (@smartdyslexic) • Instagram photos and videosFollow Shaun and Excuse me:Excuseme_pod | Twitter, Instagram, Facebook | Linktree#excuseme #dyslexia #dyslexiaawareness #podcastSupport this show http://supporter.acast.com/excuse-me-i-have-something-to-say. Hosted on Acast. See acast.com/privacy for more information.
British Dyslexia Association with Helen GoodsallHelen is the Knowledge & Information Manager at the British Dyslexia Association, an experienced workplace assessor and a parent of dyslexic children. She joins us to discuss the theme for Dyslexia Awareness week ‘Breaking through barriers' which looks at how those living with dyslexia can overcome obstacles in their lives, this could be during education, work or general day-to-day living.1 in 10 of the population has dyslexia, a processing disorder, but with the right support and reasonable adjustments barriers to education and employment can be removed. The campaign seeks to reframe the language and stigma attached to the condition, which simply put is a different way of learning.In the conversation Helen shares with us ways society can ensure that no one is left behind due to their learning differences.If you are experiencing any issues discussed in this podcast please contact your GP or healthcare practitioner.For supportBritish Dyslexia Association Hosted by Chantal Boyle, Hidden Disabilities Sunflower.Want to share your story? email conversations@hiddendisabilitiesstore.com
Have you ever heard the game ‘Operation' played live on a podcast? Well, this week you're in for a treat! Adams Apple, a broken heart, wrenched ankle, butterflies in the stomach are all extracted live. Dr Susie Nyman joins Dale to use the game as a tool to dissect underlying causes for students' behaviour and understand the multitude of emotions that are going on inside. ‘Teaching students from the inside out' is a lively discussion of different types of neurodiverse learners and how it is important to find the student agency to give them “voice and choice”. Enabling students to understand what makes them tick and to become more active stakeholders in their own education journey. Listen to hear fascinating stories of neurodiverse case studies and strategies and solutions Susie has discovered whilst working in the classroom. About Dr Susie Nyman Dr Susie Nyman is passionate about discovering how children learn and supporting them in ways which enable them to succeed. She was appointed as a Biology teacher at The Sixth Form College Farnborough in 1995, and subsequently as Curriculum Manager for Health and Social Care where she has worked ever since. Susie strives to raise students' achievements and support them in ways which enables them to succeed. She works with her students deploying a range of innovative and Multi-sensory teaching techniques to assist their learning including her ‘Equality and Diversity Tree' and famous puppets! Additionally, she has provided training to PGCE students at Kingston University, and in a number of local schools and colleges on teaching strategies. Since February 2017, Susie has presented seminars on ‘Multi-sensory Techniques' at The Learning Differences Conventions in Australia, Richmond College, The Helen Arkell Centre, Bell House, The Oratory School, The National Education Show and The Tes SEN Shows in London and Manchester. Recently, she was filmed ‘in action' for The British Dyslexia Association as well as Oaka Books, and the footage is available on YouTube. Subsequently, she has written a chapter about ‘Multi-sensory Teaching' in the BDA Dyslexia Friendly Schools Good Practice Guide and ‘The Multi-sensory Teaching Toolkit' by Oaka Books. In recognition of over 21 years continued service at The Sixth Form College Farnborough, Susie has been nominated three times by the College for the ‘Tes FE Teacher of the Year Award'. This is an honour of which she is immensely proud. Contact Dr Susie Nyman: Website – drnymanconsultancy.co.uk Email – drsusienyman@drnymanconsultancy.co.uk Twitter – @DrSusieNyman
In this episode of The Dyslexia Life Hacks Show, Matt is talking to Dr. Helen Ross who is a Special Educational Needs specialist and Dyslexia expert. She has founded Helen's Place where she delivers support for businesses, schools and families through research projects, professional development, and one-on-one tutoring. Alongside this she is a trustee for the British Dyslexia Association and Wilshire Dyslexia Association. She has also published and been featured in peer-reviewed papers and guest publications. After staring her working life and an engineer but very quickly released that it was not the profession for her, she then transitioned into working in schools being a teacher and part of SENCO. Around all this she managed to find time to studying a PHD and publishing papers. Helen has overcome some of the prejudices about dyslexia, depression, and anxiety to achieve what she has, new help and assess other people for dyslexia, a truly inspiring story. · Helens Place· Helens TwitterFor more hacks tip and tricks for dyslexia and full show notes please visit Dyslexia Life Hacks.
Welcome back, hope you had a great Summer and now ready for everything this term brings. The first podcast for this school year starts with ‘Let's use technology with students' with Arran Smith. How much tech do you use? It is everywhere in the world, but not in schools. “We still have a 21st century intake of students to a 19th century education system and we haven't really moved on enough.” Arran joins Dale to discuss using technology to remove barriers to progress and to help prepare students for their future. Artificial Intelligence (AI) is changing the world and when we look at education we need to make sure children use it early on. Listen to find out what free resources you can use in your classroom and how technology can support and empower your students, especially those with SEND. About Arran Smith When Arran was aged 9 he was diagnosed with dyslexia. He uses the metaphor that dyslexia is like going to the dentist, well that's how it was for him all the way until he was 14. This was the age when he realised that dyslexia is a difference, not a disadvantage. During Arran's working life he has worked in many industries. He has worked in youth work, retail business and the not-for-profit sector. Arran has worked within the dyslexia sector for over 15 years. He is chairman of the Leicestershire Dyslexia Association and previously worked and volunteered for the British Dyslexia Association in varied roles. Despite Arran being severely dyslexic Arran uses technology to support his needs and without technology, he would not be doing what he is doing today. Useful Links Virtual SEND Conference - www.virtualsendconference.com The Dyslexia Show (was the 20th and 21st of March 2020, but has been postponed) - www.dyslexiashow.co.uk Contacting Arran Website: www.sendgroup.co.uk Email: arran.smith@sendgroup.co.uk Twitter: @arrandyslexia
Episode description In the final episode of season 3 of the invisible gift, Andrew meets Nathan Whitbread - The Neurodivergent Coach. The Neurodivergent Coach provides Consultancy, Coaching and Assistive Technology training for dyslexic and neurodivergent individuals and teams. In the episode, we learn what the term neurodiversity really means. Nathan explains the Medici effect and why neurodiversity has finally become sexy. And the boys identify why the best leaders work for their employees. Not the other way round. Top quotes “Labels can be helpful but also quite dangerous. It's always important to remember first that you are a unique human with unique characteristics and traits who happens to have a dyslexia diagnoses.” - Nathan Whitbread “I always say we should strive to identify as individuals not by groups or labels because you can pigeon hole yourself.” - Andrew Kitley About the guest Nathan Whitbread is a motivational speaker and founder of The Neurodivergent Coach. Nathan described his early life in education as ‘constantly avoiding' essays. He would chose his degree precisely because it wasn't essay driven. Nathan graduated from the University of Surrey with a degree in Mechanical Engineering with Business and Management in 1998. Nathan would only learn he had dyslexia when he began a career in marketing. In 2015, Nathan founded The Neurodivergent Coach. The Neurodivergent Coach provides Consultancy, Coaching and Assistive Technology training for dyslexic and neurodivergent individuals and teams. The Neurodivergent Coach works with both individuals and organisations to create a more neuro-inclusive workplace. Since 2017 he has been a Workplace Needs Assessor for the British Dyslexia Association. Nathan is also an Associate Assistive Technology Training Consultant and Coach at eVoice. About the host The Invisible Gift is hosted by entrepreneur and dyslexic, Andrew Kitley. With twenty years experience, Andrew Kitley has worked his way up the metaphorical and literal ladder to become Managing Director of Kitall: an engineering firm. Under Andrew's guidance, Kitall is now one of the most sought after names to complete complex engineering projects in the UK. In each episode of The Invisible Gift, Andrew seeks the advice and inspiration of a fellow trailblazer who has defied the odds to achieve the extraordinary - turning the challenge of neurodiversity into a gift. Resources https://www.kitall.co.uk/ (https://www.kitall.co.uk/) https://www.onefineplay.com/ (https://www.onefineplay.com/) https://theneurodivergentcoach.co.uk/ (https://theneurodivergentcoach.co.uk/)
Episode description On this week's episode of The Invisible Gift, sits down with Edward Keelan aka The Dyslexic Investor - Principal Investor with Octopus Ventures. In the show, Edward explains what a venture capitalist actually does, Andrew asks Edward if dyslexics really are discriminated against by their employers, and the lads share anecdotes on their worst best man speeches. Top quotes “My invisible gift is my ability to roll back from failure.” - Edward “When you're younger you care what people think. When you're in your thirties you stop caring. And then when you're older you realise nobody cared anyway!” - Andrew About the guest Edward Keelan is Principal Investor at Octopus Ventures and blogs under the name ‘The Dyslexic Investor'. Edward would join the sales department of Octopus Ventures in 2008 and would work his way into the Investment Team becoming Principal Investor in 2019. In March 2020, Edward published his first blog as the ‘Dyslexic Investor' where he spoke candidly about his experiences, his dyslexia and his believe that neurodiversity offers a different, rather than inferior, set of skills. The post would go viral and would later be republished on the British Dyslexia Association's website. Edward was awarded mentor of the year 2020 at Career Ready. About the host The Invisible Gift is hosted by entrepreneur and dyslexic, Andrew Kitley. With twenty years experience, Andrew Kitley has worked his way up the metaphorical and literal ladder to become Managing Director of Kitall: an engineering firm. Under Andrew's guidance, Kitall is now one of the most sought after names to complete complex engineering projects in the UK. In each episode of The Invisible Gift, Andrew seeks the advice and inspiration of a fellow trailblazer who has defied the odds to achieve the extraordinary - turning the challenge of neurodiversity into a gift. Resources https://www.kitall.co.uk/ (https://www.kitall.co.uk/) https://www.onefineplay.com/ (https://www.onefineplay.com/) https://www.linkedin.com/in/edward-keelan-b241211/?originalSubdomain=uk (https://www.linkedin.com/in/edward-keelan-b241211/?originalSubdomain=uk)
In this podcast, Dr Nicole Brown talks to Dr Helen Ross about Practice As Research.Dr Helen Ross is a fully qualified Special Educational Needs Coordinator (SENCo) and alongside providing support to other professionals and undertaking research, she currently works part time as a SEN teacher in a mainstream school. Helen is also Chair of the Wiltshire Dyslexia Association, where she supports the running of events, provides expert advice on pedagogy and contributes to the Association social media networks. She has recently become a Trustee of the British Dyslexia Association. For more information about her work and her achievements, check out her web site.
In this episode of The Dyslexia Life Hacks Show, Matt is talk to Eric Cheung who current works as the Relationship & Partnership Officer for the British Dyslexia Association. He has had a varied life after find out he was dyslexic at university, he went on to set up his own event and marketing business while studying the final years of his degree before going to moving into a roll as an events coordinator. It was in the employed roll he started to struggle and after reaching out to his supervisors he got reassessed and found the strategies he was using at university were not serving him well at work, post this he got coached in new strategies that help him far better in the workplace.In this podcast we talk about Eric's experience on working in Singapore and Hong Kong. You will hear how attitudes towards dyslexia change for different countries and cultures and the keep people he met that help him as a dyslexic person trying to navigate the workplace in different countries.This podcast is Eric's personal stories and opinions; he is not talking on behalf of the British Dyslexia Association. For more hacks tip and tricks for dyslexia and full show notes please visit Dyslexia Life Hacks.
Have you ever had a Sparkling Suzie, Freddie Thorne or Danny Whizzbang in your classroom? Perhaps not the cocktail but most likely some pupils with similar characteristics. In this fun filled episode with Dr Susie Nyman, we discuss the similarities between cocktails and children with SEN. Susie even brought her cocktail making kit along with her to the studio! The podcast is a lively discussion of different types of neurodiverse learners. Susie discusses a range of case studies and solutions she has discovered whilst working in the classroom setting at The Sixth Form College, Farnborough and Curriculum Support at The Oratory School. Listen to find out how an inclusive individualised personal learning approach can help you make a breakthrough with neurodiverse learners: About Dr Susie Nyman Dr Susie Nyman is passionate about discovering how children learn and supporting them in ways which enable them to succeed. She was appointed as a Biology teacher at The Sixth Form College Farnborough in 1995, and subsequently as Curriculum Manager for Health and Social Care where she has worked ever since. Susie strives to raise students' achievements and support them in ways which enables them to succeed. She works with her students deploying a range of innovative and Multi-sensory teaching techniques to assist their learning including her ‘Equality and Diversity Tree' and famous puppets! Additionally, she has provided training to PGCE students at Kingston University, and in a number of local schools and colleges on teaching strategies. Since February 2017, Susie has presented seminars on ‘Multi-sensory Techniques' at The Learning Differences Conventions in Australia, Richmond College, The Helen Arkell Centre, Bell House, The Oratory School, The National Education Show and The Tes SEN Shows in London and Manchester. Recently, she was filmed ‘in action' for The British Dyslexia Association as well as Oaka Books, and the footage is available on YouTube. Subsequently, she has written a chapter about ‘Multi-sensory Teaching' in the BDA Dyslexia Friendly Schools Good Practice Guide and ‘The Multi-sensory Teaching Toolkit' by Oaka Books. In recognition of over 21 years continued service at The Sixth Form College Farnborough, Susie has been nominated three times by the College for the ‘Tes FE Teacher of the Year Award'. This is an honour of which she is immensely proud. Contact Dr Susie Nyman: Website – drnymanconsultancy.co.uk Email – drsusienyman@drnymanconsultancy.co.uk Twitter – @DrSusieNyman Useful Links Eastap, L. and Gregory, J. (Ed's) (2018) Dyslexia Friendly Schools Good Practice Guide 2nd Edition, British Dyslexia Association. Nyman, S. (2020). How to become a Grade Riser. Chichester: Oaka Books: https://www.oakabooks.co.uk/collections/revision-extras/products/how-to-be-a-grade-riser-by-dr-susie-nyman-teacher-must-have Nyman. S. (2019) The Exam Question Task Board. Chichester: Oaka Books: https://www.oakabooks.co.uk/products/task-board-by-dr-susie-nyman?_pos=1&_sid=cf1663598&_ss=r Nyman, S (2019). Sensory Support for Dyslexia. Retrieved from The SEN Magazine issue 103: https://issuu.com/senmagazine/docs/sen103 Nyman, S (2020). How to get an A* in English. Retrieved from The Studying with Dyslexia Blog: https://studyingwithdyslexiablog.co.uk/blog/oakabooks-bambi-gardiner-how-to-get-an-a-in-english-dr-susie-nyman-confirmed-for-the-bda-good-practice-in-dyslexia-and-literacy-conference
In this episode of The Dyslexia Life Hacks show we talk to Arran Smith who is the founder of Dyslexia Show, this is a live event happening in the Birmingham NEC with the Inaugural event happening on the 25th to 26th March 2022. This event had many exhibiters and speakers on all thing's dyslexia including Matt who is speaking on the Saturday at 3pm.As well as understanding the idea and drive behind the Dyslexia Show. We also talk about in this podcast, Arran's background, and his work with the British Dyslexia Association, as a youth volunteer through to now be a non-executive director. He got made redundant and this changed his life and moved him into entrepreneurship. He has set up many companies all with the aim of helping the neurodiverse these include learning platforms, being a dyslexia consultant to Microsoft and being a governor at his daughter's school. he calls himself the dyslexia entrepreneur.For more hacks tip and tricks for dyslexia and full show notes please visit Dyslexia Life Hacks.
This week I'm joined by Professor Amanda Kirby, who started her career as a GP, then worked in adult psychiatry and stress management, but changed her career when her second child was diagnosed with dyspraxia (developmental co-ordination disorder), at the age of 3. Her family is very neurodivergent, with children and adults diagnosed with dyslexia, autism, dyspraxia, developmental language disorder and ADHD, providing her with a unique understanding, insight and passion that continues to raise awareness. Her experience and frustrations ( at times) as a parent finding her way around the health and educational system led to her consequently starting up an interdisciplinary specialist centre for parents, and children in Wales more than 25 years ago in order to be able to provide practical robust support. Amanda has been on government advisory boards (e.g. Hidden Impairment National Group) as well as advising UK and international charities in the field of neurodiversity. This includes being a patron of the Dyspraxia Association in New Zealand, Chair of Movement Matters UK, and works with great UK charities including the Dyspraxia Foundation, British Dyslexia Association, North East Autism Society, and is a trustee of the ADHD Foundation campaigning to embrace neurodiversity. Amanda is also a paid consultant for Equazen, producer of omega 3 supplements, and I talk with her today about the importance of omega 3, and it's role in brain function and neurodiversity. If you enjoyed this episode, I'd be delighted if you would give us a 5* rating and leave a review, so other people can find us too. Thank you!
This week, we had a lovely conversation with Katrina Cochrane, the head of education and policy for the British Dyslexia Association. Katrina has had a wide range of knowledge regarding dyslexia for the past few decades but we focused on what's happening with dyslexia in the workplace. As dyspraxic herself, Katrina was exposed to the struggles and confusion of neurodiverse workers in the workplace. She later specialised in dyslexia teaching and became part of the British Dyslexia Association. In the UK, Katrina observed that dyslexia in the workplace had improved more than in schools in the last ten years. Companies are learning how to accommodate people with dyslexia as they understand that it can be a good investment in their companies. Listen to the podcast as Katrina also discussed what a workplace needs assessment is and how it is assessed. Links you might want to check: Website: Liverpool Conference on 12th of November: https://www.eventbrite.co.uk/e/2nd-annual-positive-dyslexia-conference-liverpool-tickets-142746437437 Dyslexia Masterclass on 3rd of December: https://www.eventbrite.co.uk/x/dyscalculia-masterclass-tickets-161397057945 Positive Dyslexia: https://www.positivedyslexia.co.uk/ https://www.youtube.com/channel/UClofxgO_d9587-ynIS4BN7Q British dyslexia association: https://www.bdadyslexia.org.uk/ https://www.youtube.com/c/BritishDyslexia Dyslexia Quiz: https://bulletmapacademy.com/dyslexia-quiz/ Bulletmap Academy Page: https://bulletmapacademy.com Enroll in BulletMap Academy: https://bulletmapacademy.com/sales-page/ Show notes: https://bulletmapacademy.com/116/ Interested in being a guest? Email us at darius@bulletmapacademy.com
Episode Description: On this episode of The Invisible Gift, Andrew sits down with executive headteacher of dyslexia specialist school, Moon Hall Reigate. In the show, Michelle regales the fascinating story of Moon Hall's inception, Andrew learns more about the groundbreaking teaching techniques Moon Hall has developed, and Andrew and Michelle discuss why the education minister needs a background in education. Top Quotes: "Education in the workplace is needed because people assume, wrongly of course, that dyslexic people are not going to achieve or they're not intelligent but that's not they case. They just need information delivered in a different way." - Michelle "We need passion to change the education system and the problem with an education minister that has no background in teaching is that their passion is for politics, and not education." - Andrew About the Host: The Invisible Gift is hosted by entrepreneur and dyslexic, Andrew Kitley. With twenty years experience, Andrew Kitley has worked his way up the metaphorical and literal ladder to become Managing Director of Kitall: an engineering firm. Under Andrew's guidance, Kitall is now one of the most sought after names to complete complex engineering projects in the UK. In each episode of The Invisible Gift, Andrew seeks the advice and inspiration of a fellow trailblazer who has defied the odds to achieve the extraordinary - turning the challenge of dyslexia into a gift. About the Guest: Michelle joined Moon Hall in 2017 as deputy head of academic before quickly working her way up to become Executive Head Teacher in 2019. Established in 1985, Moon Hall are a specialist school for dyslexic children in Years 3-11. At the school, all children participate on a level playing field with their dyslexic peers. Children are taught strategies to enable them to understand and overcome barriers to learning and gain the confidence to be independent, positive learners. In 2020, she became a board trustee member of the British Dyslexia Association. Resources: https://www.moonhallschoolreigate.co.uk/ https://www.kitall.co.uk/ https://www.onefineplay.com/ (https://www.onefineplay.com/)
Steph talks about binging a few Things Worth Learning podcast episodes and particularly enjoyed an episode that featured one of thoughtbot's design directors, Sameera Kapila. Sam shared her expertise about management and inclusion, and Steph shares her favorite parts. Chris shares the story of a surprising error and the resulting journey through database transactions and Sidekiq that eventually resolved the issue. He also shares some follow up on the broken build and the merging process changes they introduced (spoiler, the process changes have been rolled back). Leading Inclusively, with Sameera Kapila - Things Worth Learning Podcast (https://www.youtube.com/watch?v=eiV6_3pZFc0) How to Skim a Pull Request (https://thoughtbot.com/blog/a-smelly-list) Isolator (https://github.com/palkan/isolator) aftercommiteverywhere (https://github.com/Envek/after_commit_everywhere) timefora_boolean (https://github.com/calebhearth/time_for_a_boolean) Transcript: STEPH: Oh man, I'm about to stop eating my pop-tart. I'll put it away. It's within distance. I'm going to eat it. CHRIS: Your high-fat content unfrosted pop-tart. STEPH: You know, surprise Sunday twist: it has icing on it. CHRIS: Steph, who even are you? STEPH: [laughs] CHRIS: There are a few canonical anchor facts that one knows about other people, and when one of those... STEPH: I like to keep everyone, including myself, on their toes. CHRIS: Or you've just secretly accepted that the icing adds another textural flavor adventure component. It's just better with icing. STEPH: All right, all right, all right. There's a complicated answer to this. And the complicated [chuckles] answer to this is that the more organic ingredients that I recognize when reading about pop-tarts are by a particular company, and they all have frosting on them. And the more generic pop-tarts that don't have frosting on them, I don't know how to pronounce a lot of those ingredients. So I'm like, no, but okay, I still eat them. But I prefer the ingredients I can pronounce. So I either go with the ingredients I can't pronounce or have a little bit of frosting on my pop-tart. And I'm going with the non-cancer route for today. CHRIS: For today, in this moment, and accepting the frosting. Okay, all right. Well, that is complicated. [laughs] It's tricky out there. Hello and welcome to another episode of The Bike Shed, a weekly podcast from your friends at thoughtbot about developing great software. I'm Chris Toomey. STEPH: And I'm Steph Viccari. CHRIS: And together we're here to share a bit of what we've learned along the way. So, Steph, what's new in your world? STEPH: Hey, Chris. So the weather, I'm going to talk about the weather for a little bit. [chuckles] It's been almost non-stop rain for the past several days, which is fine. I'm sure it's great for plant life. But it's really hard on my dog Utah because then we can't go outside for our normal walks and playtime. Although he is my four-legged water baby because he absolutely loves water, and puddles, and playing in the rain. So he's very fine with going outside and playing for a long time. But then I have to essentially give him a full-on bath before I want to bring him back in. So not wanting to have to give him a bath each time, in the spirit of improvising, we started finding more indoor games to play. And I've started teaching him to play hide and seek. And he's not great at it mainly because he will only stay until I'm out of eyesight, and then he will come and find me. And so I have to be really, really fast at finding a hiding spot to like dash around a corner or hide behind the door. But I think he enjoys it because he will find me and then he seems very excited. And we go back, and we play again. And so I just have to work on teaching him to wait a bit longer so I can find better hiding spots. CHRIS: When you said that, at first, I was like, how did you teach him to hide? But I realize he's only playing the seek part of the game, and you're only playing the hide part of the game. STEPH: [laughs] CHRIS: I'm just so used to you exchange roles back and forth. First, you hide, then you seek, and then you switch it up. That would be a lot to get your dog to be like, now I'm going to secretly hide. STEPH: [laughs] I'd be very impressed. Yes, we have very distinct roles in this game. I am the one that always counts and hides. But he's a very good seeker. So that's been fun. We just got to work on getting a little better at it. But on a more tech-related note, one of the design directors at thoughtbot, Sameera Kapila, who also goes by Sam, was a guest on the podcast Things Worth Learning, which is hosted by Matt Stauffer. And Matt is also the host of The Five-Minute Geek Show and The Laravel Podcast. And in the show Things Worth Learning, Matt meets with individuals that are excited to share something that they're deeply passionate about; maybe it's tech, maybe it's not. And I've binged a couple of those episodes. And I really like how you can choose between the podcast format or the YouTube format. So then you can really watch the conversation unfold, which I know you and I a couple of times have thought it would be fun if people could see us because there are so many facial emotions and gestures that go along with conversations. So it was really delightful. And speaking of delightful, Sam shared her expertise about management and inclusion. And I definitely recommend listening to the episode because I can't share everything that Sam shared. But a couple of the topics that Sam mentioned that I really enjoyed and would love to chat about, so the first one is about helping someone, in this case, someone that you manage that comes to you with a concern. So there's often a presumption that just because someone comes to you with a concern or an issue that they've experienced at work, that they're the ones that will also want to work to address that concern, and that's often not true. It can be true; maybe that person wants to be involved. But they're often coming to you in the leadership or management role to say, "Hey, I've had this issue," and they really want help with that instead of walking away with homework for it. Because then that trains people to essentially be in this mindset of well, if I bring up this concern, then I'm going to be the one that has to address it, even if I'm the one that's most negatively impacted by this. And addressing this concern could be actively harmful to me. And she shared a really great real-world example from her own experience where her and another co-worker had noticed a concern about the hiring process. And her and that co-worker got together, and they talked about the concerns. They even rehearsed for the meeting because they were trained by the tech industry to say, "Hey, if you bring up a concern, you're going to be responsible for addressing and then resolving that concern." And so they had that meeting with the person in leadership. And they were pretty nervous about how it was going to go. And that person in leadership said to them, "Thank you both so much for sharing that. That must have been such a burden. And this is my responsibility to fix. And here are what my next steps are." And that was amazing because it allowed Sam and the other person to go back to client work. And they also received follow-up conversations about how that issue was being addressed. So there was even that feedback loop as to how things were going to change. And I have a personal example that...I really resonated with the example that Sam provided because I remember there are different teams that I've been a part of, where often I was one of the few women engineers on the team. And so we often have conversations about how do we get more women engineers into the company? And they're wonderful conversations. But there's a part of me that always felt resentful about, like, why am I here? Why am I the one fixing this? I understand I have some more insight and expertise, and experience in this area. But I was also frustrated by the fact that I was the one that was in that meeting often with other women, and it felt like our responsibility to fix this. And I used to feel bad about feeling resentful towards that. Because I was like, shouldn't I want to help other people? And I do. But Sam's example really helped remind me and clarify that yes, just because there's a concern doesn't necessarily mean you should be the one to address it. And it really takes everybody involved, or it takes leadership to step up and address that concern. CHRIS: Oh, that's really interesting the way Sam is framing that and describing the situation of not having any problem that you bring in be now your work to solve. Like, oh, I found the issue, and now we've got to go do this. But the idea that you can bring something to light and then be able to walk away from it. And the particular thing that you were saying that if your interaction is always that when you reference something when you bring in a concern that then your manager works with you to figure out how you can solve it, then you get this mental block of like, well, do I even want to say anything? Because I don't want to try and deal with big, amorphous unclear issues. So maybe I just won't even say anything. And so this as a way to make sure that there's room for all of the conversation is a really interesting framing that I hadn't really thought about, frankly, but it's very interesting. I haven't seen this interview either. So I'm definitely excited to give this a look because Sam is wonderful. And the topic that you're describing here sounds fantastic as well. STEPH: Yeah. There was an important moment for me where...one of my managers is Matt Sumner, who's been on the show. And when Matt was my manager, at one point, we were having a one on one, and we would often go for walks for our one on one. And I mentioned something about "I have this concern, or I have this problem, but I don't really know how to fix it. So I'm not sure I'm ready to talk about it." And Matt, in his delightful way, was like, "We can still talk about it. You don't have to have an answer or a solution." I'm like, "Yeah, but I feel like I should be able to fix it. Like, if you have a concern, or if you have something that you want to gripe about, then you should come to the table with solutions for it." And Matt was like, "No, you don't need to do that at all. We can totally gripe about stuff or talk about concerns and then either figure out the solutions together or go to other people for ideas." And that was really important to me because, like you'd mentioned, otherwise, it felt like this mental block where then it feels like you can't air out some of the things that you're worried about or have concerns about because then you think you're the only one responsible. And you may not be able to come up with the best solution. You may need other people to then help you strategize and come up with ideas. And I just love, love, love that part of Sam's discussion. And oh, there was one other part about the conversation. Well, there are lots of parts that were amazing. But another one in particular that blew my mind is about Comic Sans, the font, the font that everyone loves to hate. [chuckles] And I learned that it's one of the most legible fonts for kids. And it's one of the more accessible fonts for people with dyslexia. And it's actually recommended...I think there are still more academic studies that need to be done to really classify fonts that are best for people that have dyslexia. But Comic Sans is recommended by The British Dyslexia Association and the Dyslexia Association of Ireland. And there are some other really great posts that talk about the benefits of using a font like Comic Sans because the typeface has long ascenders and descenders and generous letter spacing and asymmetrical lowercase b and d to then help distinguish those letters. And I just thought that was so cool. This font that everybody wants to rip apart because it seems whimsical, unprofessional gets overused. There are lots of reasons, I suppose. [laughs] But there's a really big benefit to it, and it can help others. And I just found that very whimsical in itself. CHRIS: I love the idea that there are multiple levels of knowing about Comic Sans. First, you're just like, I don't even know the name, but it's that comic book-looking font. And then obviously, the next step is to be like Comic Sans? How could you ever use that? It's an atrocity. And then it's like, but actually, Comic Sans has some things going for it. And it is a really interesting consideration and something that you wouldn't necessarily think of. But then once you learn it, you're like, okay. Man, I wonder how many other things in the world have this interesting shape to them? Hmm. STEPH: Do you know the history behind Comic Sans? CHRIS: I do not. STEPH: I read about it fairly recently, but I'm probably going to botch some of the details. But I believe it was designed or created by Vincent Connare. And it was created for Microsoft. And Vincent was working on a project where I think there was a dog that was essentially going to have these bubbles that would then show you different parts of the application and walk you through the different features. And the dog had a very comic book feel to the character. And so then Vincent designed a font to go along with that comic book character, this dog and came up with Comic Sans. I don't think the dog actually launched with that particular font. But since the font was still developed, it was released as part of the available fonts. And there we go, there is the birth of Comic Sans. And then it just received so much love and ire all throughout history. [chuckles] CHRIS: There's something that you said there that I want to loop back on when you were talking about chatting with Matt Sumner and saying, "Here's this thing, but I don't know how to solve it. So I don't even want to bring it up." I really liked the framing that you gave and the fact that Matt was like, "No, no, we can still talk about it. We can at least explore this thing, have a conversation." I think that's really wonderful. There's a very similar thing that I experience a lot when doing code review, particularly when I'm in more of a leadership role within a team, which is I often want to highlight something that feels a little bit off to me in the code, but I may not have a specific solution. Like, I may see a variable name, or I may see a controller action that feels like it's the wrong shape or something. And I'll often name it but explicitly say, "I actually don't have a better idea here. So feel free to continue on with this, but I want to name it. So in case that sparks something in you, if you were also feeling some incongruousness, maybe it's worth you spending another minute to think about it, but I want to make sure my comment isn't blocking or otherwise making you feel uncomfortable." If I just come to you and I'm like, "This feels wrong," and that's all I say, that to me is unacceptable code review. Because now I want all of my code review feedback to be very actionable, it's either here's the thing that I feel strongly I think we should definitely change this. If you disagree, let's have a conversation. But yeah, this one definitely needs to change. Here's the thing that, like, I don't know, maybe we could break this into two lines and split it up. But if you don't like that, that's fine. Do whatever. And so then it's I've given the person my thoughts but given them clarity and a free rein to do whatever they want with that information. And then there are ones where I'm like, I don't even know what I think we should do here, but I think something. But if you don't have any ideas...like, I don't have any ideas specifically. If you don't have any ideas, it's fine. We'll continue on with this and maybe revisit it down the road. But I want to make sure each of those different tiers is actionable for the other person, and I'm not just giving them homework or something to be sad about because that would be bad code review. STEPH: I'm just imagining a PR comment that says, "I don't know what we should do here. But I don't think this is it," [laughs] and that just creating sadness. That's so interesting to me because I have flip-flopped with that opinion in regards to there are times that I very much resonate and do what you just said where I will point out to someone where I'm like, "I'm not sure why, but I just have concerns about this. And I don't know if you also ran into anything that was weird about this and would like to talk about it. I don't have any really great ideas, so I think this is good for now. And we should keep moving forward, so we're not blocked on it," but just wanted to, as you mentioned, highlight it in case it sparks something for the other person or for someone else that's reviewing the code. And then there are other times where I'll look at something, and I'm like, "Yeah, it's not great. There's something that feels brittle or potentially maybe hard to maintain or things like that. But I don't have a better idea." And I don't comment on it because I'm like, I don't want to distract that person or block them. And I do think it's good enough, and I don't have anything to add to the conversation, so I just leave it out. So it's interesting to me where is that line of when I feel like it's important enough to comment to then potentially spark some conversation versus just letting it go so then I don't add any distraction to their work? CHRIS: I think it's when the spidey-sense gets past 47%. It's a very specific number. I do the same thing where there's something, and I'm like, you know what? I can't even clearly express what about this makes me feel something off, and so I won't even comment on it, and I agree. And then there are things that trip past some magical line in the sand. And I'm like, you know what? I think I'm going to say something here, but I don't even have a recommendation. And then there's a whole spectrum of the nature of code review and, again, 47% being the specific number. STEPH: There's actually a thoughtbot blog post that correlates nicely to that concept of spidey sense. It's written by Mike Burns, and it's titled How to Skim a Pull Request. But essentially, grabbing from one of the lines here is where Mike presents an unexplained, incomplete, and arbitrarily grouped list of keywords that will cause us thoughtboters to read your code with more care and suspicion. [laughs] That feels perfectly aligned with that idea of spidey sense, spidey-sense 101. I'll be sure to include a link in the show notes. Or, you know, 40%. CHRIS: I think it was 47%. It's a very precise number. [chuckles] STEPH: Very precise nonsensical number. Got it. [laughs] CHRIS: If I'm making up fake statistics, I'm not going to have them round to an even 10. [laughter] STEPH: Makes it seem more legit somehow. CHRIS: Exactly. STEPH: But that's really the novelties that I wanted to chat about. Mid-roll Ad And now a quick break to hear from today's sponsor, Scout APM. Scout APM is leading-edge application performance monitoring that's designed to help Rails developers quickly find and fix performance issues without having to deal with the headache or overhead of enterprise platform feature bloat. With a developer-centric UI and tracing logic that ties bottlenecks to source code, you can quickly pinpoint and resolve those performance abnormalities like N+1 queries, slow database queries, memory bloat, and much more. Scout's real-time alerting and weekly digest emails let you rest easy knowing Scout's on watch and resolving performance issues before your customers ever see them. Scout has also launched its new error monitoring feature add-on for Python applications. Now you can connect your error reporting and application monitoring data on one platform. See for yourself why developers call Scout their best friend and try our error monitoring and APM free for 14 days; no credit card needed. And as an added-on bonus for Bike Shed listeners, Scout will donate $5 to the open-source project of your choice when you deploy. Learn more at scoutapm.com/bikeshed. That's scoutapm.com/bikeshed. STEPH: What's new in your world? CHRIS: I have some follow up on a recent topic that we talked about. So we had a kerfuffle which I described where we had a branch that got merged and the rebase some stuff got out of hand. And so we introduced some process, the protected branch configuration within GitHub that required the branches to be up-to-date before they can be merged and CI to be passing. And everybody was happy. It was like, this is great. Turns out it was never turned on. That's actually the day I was like, man; this is really straightforward. There's been no annoyance here. And then I got to the point where it was like; this seems weird because we just merged a lot of things in rapid succession. I went and checked, and it turns out what I thought was the name of the branch protection rule in GitHub's UI is, in fact, a regular expression pattern. It might not be a full regular expression but like a wildcard pattern for the branch name to match to, and so it's specific. I created this rule, and in small, gray text underneath, it said, "This applies to zero branches." I missed that the first time but then the second time going back, I was like, oh, I actually wanted it to apply to more than zero branches. So I went back in and changed that. It's a great example of very subtle UI that just slipped past me. STEPH: I was going to say in your defense, the very subtle gray font to say, "This applies to zero," feels tricky. CHRIS: That...also, going through the work of creating this thing and if that results in zero branches that would match, maybe that's the thing to emphasize on creation. I would love that. Because in my case, I was trying very specifically to target an existing branch. There is the ability to say, "Oh, any bugfix-* named branch," if you're using branch naming strategies like that, you can use this for that sort of thing. So it may be that currently, there are no branches with that name. But in my case, I was just like, please, main, anytime anything is happening on main, that is what we want to do. I just needed to put the word main there. But anyway, once I actually turned it on, insufferable, absolutely not, cannot survive in this world. We have a relatively small team. There are three of us, and not everyone is even full-time, and my time is pulled in a lot of different directions. So I'm actually not pushing as much code as I might otherwise. Even with that, nope, absolutely not. Our CI is like; I don't know, five-ish minutes per run. Turns out, especially Monday mornings, we have a volley of things that will have been reviewed and trickled in through Friday afternoon. And then there's a bunch of work we want to land Monday morning. And then, just at any point, it turns out, yes, this was untenable. So we have turned it off. I would like to revisit this down the road and introduce the MergeQueue functionality, so the idea of being able to say, "Yeah, you just name when you want something to go in, and then the system will manage the annoying finicky work there." But for now, I had to give up on my dream of everything running on CI, on a feature branch, before it gets merged. STEPH: Ooph, that phrase, "I had to give up on my dream," that breaks my heart for you. [laughs] CHRIS: I may be going a little bit fanciful with my language but, like, a little. STEPH: [laughs] CHRIS: I liked this thing. I want to exist in that world. But it is not feasible given the current state of the world. And that will only get worse over time, is my expectation. So I get to revisit this when I have the time to more thoroughly figure a thing out. But for now, I don't know, merge whatever; it will be fun. STEPH: There's a small part of me that feels a little reassured that it was a terrible time, although I hate that it was a terrible time. But I have felt that pain on so many other projects where I am constantly waiting, and I'm constantly checking to be like, can I merge? Can I merge? Can I merge? And then I can merge, but then someone beats me to it. And I'm like, oh, then I got to restart. And I got to wait, and I'm constantly checking. So that feels like it helps validate my experience. [chuckles] I am excited for that MergeQueue. I would be super excited to try that out and hear about how it goes just because that seems more like the dream where you can just say, hey, I want this PR to go whenever it can go. Just take care of it. I want it to be rebased, whatever the flow is, and have it be merged, so I don't ever have to check on it again. CHRIS: But once we configured this, there was a new thing that appeared in the GitHub UI, which was auto-merge. And so that was a button where I could say like, "Hey, merge this whenever CI passes," which was a nice upgrade, but it didn't have the additional logic of and rebase as necessary. Or the more subtle logic of like, you don't actually want to rebase where you have five different branches that are all trying to merge, and they keep rebasing. You want to have the idea of a queue, and so you get in line. And you rebase when it's your turn, and then you run the CI. And you try and be as smart as possible about that. If anyone at GitHub is listening, I would love if you all threw this into your platform, and then you could ping Slack if anything went wrong. But otherwise, there are, like I said, existing tools. At some point, I will probably, I don't know, over a long weekend or something like that, sit down with a large cup of coffee and explore these. But today is not that day. STEPH: I'm excited to hear about that day. CHRIS: So that is a tale of woe and sadness. But luckily, I get to balance it out with a tale of happiness and good outcomes. So that's good. The happiness and good outcome story does start with trouble, as they always do. So we had a bug that occurred in the application where something was supposed to have happened. And then there was an email that needed to go out to tell the user that this thing had happened. And the bug popped up within AppSignal and said something was nil that shouldn't have been nil. Particularly, we're using a gem called Time For a Boolean, which is by Caleb Hearth. And he's a former thoughtboter and maintains this wonderful gem that instead of having a Boolean for like, is this thing approved, or is it paid? Or is it processed? You use a timestamp. And then this gem gives you nice Boolean-like methods on top of that timestamp. Because it turns out, very often just having the Boolean of like, this was paid, it turns out you really want to know when it was paid. That would be a really useful piece of information. And so, while you're still in Postgres land, it's nice to be able to reach for this and have the affordances of the Boolean-like interface but also have the timestamp where available. So anyway, the email was trying to process but that timestamp...let's pretend that it was paid as the one that matters here so paid at was nil, which was very concerning. Because this was the email that's like, hey, that thing was processed. Or let's say it was processed, actually, because that's closer to what it was. Hey, this thing was processed, and here's an email notification to tell you that. But the process timestamp was nil. I was like, oh no. Oh no. And so when I saw this pop up, I was like, this is very bad. Everything is very bad. Oh goodness. Turns out what had happened was...because I very quickly chased after this, looked in the background job queue, looked in Sidekiq's UI, and the job was gone. So it had been processed. I was like, wait a minute, how? How did this fix itself? Like, that's not the kind of bug that resolves itself, except, in this case, it was. This was an interaction that I'd run into many times before. Sidekiq was immediately processing the job. But the job was being enqueued from within the context of a database transaction. And the database transaction had not been committed yet. But Sidekiq was already off to the races trying to process. So the record that was being worked on, the database record, had local changes within the context of that transaction, but that hadn't been committed. Sidekiq then reads that record from the database, but it's now out of sync because that tiny bit of Sidekiq is apparently very fast off to the races immediately. And so there's just this tiny little bit of time that can occur. And this is also a fun one where this isn't going to happen every time. It's only going to happen sometimes. Like, if the queue had a couple of other things in it, Sidekiq probably would have not gotten to this until the database transaction had fully closed. So the failure mode here is super annoying. But the solution is pretty easy. You just have to make sure that you enqueue outside of the database transaction. But I'm going to be honest, that's difficult to always do right. STEPH: That's a gnarly bug or something to investigate that I don't think I have run into before. Could you talk a little bit more about enqueueing the job outside the database transaction? CHRIS: Sure. And I think I've talked about this on a previous episode a while back because I have run into this one a few times. But I think it is sufficiently rare; like, you need almost a perfect storm because the database transaction is going to close very quickly. Sidekiq needs to be all that much more speedy in picking up the job in order for this to happen. But basically, the idea is within some processing logic that we have in our system; we find a record, we do some work. And then we need to update that record to assign this timestamp or whatever it is. And then we also want to inform the user, so we're going to enqueue a job to send the email notification. But for all of the database work, we are wrapping it in a transaction because we want it to either succeed or fail atomically. So there are three different records that we need to update. We want all of them to be updated or none of them to be updated. So, therefore, we wrap it in a transaction. And the way we had written, this was to also enqueue the job from within the transaction. That wasn't something we were actively intentionally doing because those are different systems. It doesn't really mean anything. But we were still within the block of ApplicationRecord.transaction do. We're now inside of that block. We're doing all of the record updates. And then the last piece of work that we want to think about is enqueueing the job to send the email. The problem is if we're still within that database transaction if it's yet to be committed, then when Sidekiq picks up that job to run it, it will see the prior state of the world. And it's only if the Sidekiq job waits a little bit that then the database transaction will have been committed. The record is now updated and available to be read by Sidekiq in the correct updated state. And so there's this tiny little bit of inconsistency that can happen. It's basically because Sidekiq is going out to Redis, which is a distinct system. It doesn't have any knowledge of the database transaction at play. That's why I sometimes consider using a Postgres-backed background job system because then actually the job can be as part of the database transaction. STEPH: Cool. That's helpful. That makes a lot of sense the way you explained the whole you're actually enqueueing the job from inside that transaction. I'm curious, that prompts another question. In the case where you mentioned you're using a transaction because you want to make sure that if something fails to update so, everything gets updated together, in the event that something does fail to update because you were previously enqueueing that job from the transaction, does that mean that the update could have failed but that email would still have gone out? CHRIS: That does not. And the reason for that is because we're within dry-monad world. And so dry-monad will implicitly capture the ActiveRecord rollback, which I think is an exception that gets raised or somehow...But basically, if that database transaction fails for any reason and ends up getting rolled back, then dry-monads will not continue processing through the rest of the sequential operation. And so, therefore, even if we move the enqueuing of the email outside of the database transaction, the sequential nature of that processing and the dry-monad stuff that we have in play will handle that. And I think that would more generally be true because I think Rails raises an exception on rollback. Not certain there. But I know in our case, we're fine on that. And we have actually explicitly checked7 for that sort of thing. STEPH: So I meant a slightly different question because that makes sense to me everything that you just said where if it's outside of the transaction, then that sequential order won't fire because of that ActiveRecord migration error. But when you have the enqueuing inside of the transaction because then that's going to be inside of the sequential order, maybe before the rollback error gets raised. Does that make sense? CHRIS: Yes. I think what you're asking is basically like, do we make sure to not send the job if the rest of the stuff didn't succeed? STEPH: I'm just wondering from a transaction perspective, actually. If you have a transaction wrapped block and then you have in there, like, update this record, send email, end block, let's say update...well, I guess it's going raise because you've got probably like an update bank. Okay, so then yeah, you won't get to the next line. Got it. Got it. Got it. I just had to walk myself through that because I forgot that you probably...I have to visualize [laughs] as to what that code probably looks like. All right, that answered my question. CHRIS: Okay. So back up to the top level then, this is the problem that we have. And looking through the codebase, we actually have it in a bunch of different places. So the solution in any one of those cases is to just take the line of code where we're saying enqueue UserMailer.deliver_later take that line of code, move it outside of the database transaction, and make sure it only happens if the database transaction succeeds. That's very easy to do in one case. But my concern was this is a very easy failure mode to end up in. And this is a very easy incorrect version of the code to write. As far as I can tell, we never want to write the code where this is happening inside of the transaction because it has this failure mode. But how do we enforce that? That was the thing that came to mind. So I immediately did a quick look of like, is there a RuboCop thing I can do here or something? And I actually found something even more specific, which was so exciting to find. It's a gem called Isolator. And its job is to detect non-atomic interactions within database transactions. And so it's fantastic. I was like, wait, really? Is this going to do the thing? And so I just installed the gem, configured it where I wanted, and then ran the test suite. And it showed me every place throughout the app right now where we were doing this pattern of behavior like enqueueing work from within a database transaction, which was great. STEPH: Ooh, that's really nifty. I kind of want to install that and just run it on my current client's codebase and see what I find. CHRIS: This feels like something like strong migrations where it's like, yeah, this is great. I kind of want to have this as part of my core toolset now. This one feels even perhaps slightly more so because sometimes I look at strong migrations, and I'm like, no, no, no, strong migrations, I get why you would say that, but for reasons, this is actually fine. And they have configurations within it to say, like, no, this is okay. Isolator feels like it's always telling me something I want to know. So this, very quickly, I'm like, I think this might be part of my toolset moving forward on every single app forever. And actually, there's another gem that I used. It's made by the same team. So this is from the folks over at Evil Martians, which is another Rails consultancy out there in the world. And the Isolator gem is one thing that they've produced. And then I think the same author of it who is an Evil Martian's employee created the aftercommiteverywhere gem. So aftercommit is one of Rails' ActiveRecord callbacks. But in this case, it allows you to use it everywhere, as the name implies. And so rather than actually having to take that line of code out of the database transaction block, which is naturally where we would write it because that's how we think about the code and how we want to express it, you can just use this aftercommit method, wrap the call in that, so it's after_commit, and then a block. So either braces or do..end. That enqueueing of the email now just gets wrapped in that. And so what that does is it says, "Defer this until after the transaction commits. If the transaction does not commit, if we roll it back, then don't run it." And what was nice is the actual code change when I finally submitted all of this was add the gem to the gem file. And then everywhere that we're doing the wrong thing, which running the test suite told me, I just went in, and I wrapped that line in after_commit and a block. And it was such a nice, clean...like, I didn't have to move the code around or actually shift the lines, which was my first attempt at this. I was able to just annotate each of those lines and say, "You're special, you're special, you're special," And then I'm done. And again, the first gem told me every case where I needed to do that. It's like, well, this is a wonderful little outcome here. STEPH: That's really nice, yeah, how you can make the changes and then, like you said, re-run the test or re-run that gem, and it lets you know what else still needs to be updated. I'm intrigued where you mentioned you didn't have to move any lines, though. Maybe I just need to look at the gem and see it, but I'm still envisioning that you have your transaction do block. And then you're doing some things; you're updating records, and then you have your end. And then after that, it's when you want to enqueue the email. And with this after_commit, you actually added that method call inside of the transaction but then wrapped the call to Sidekiq to send the email inside of that block. CHRIS: Correct. Yeah. So it's basically like saying, "Here's almost an anonymous function." If you think about a Ruby block in that nomenclature, you're saying, like, here's some work to do when and if the transaction succeeds. And so it meant that I was able to keep the code in the way that we as humans would talk about it but deal with the murky details, and edge cases of database transactions, and Sidekiq, and whatnot. Sort of just handle it by saying like...it almost feels like an annotation or a decoration or something like that. But it was this, in my mind, almost like a perfect melding of I don't want to think about this. Oh, cool. Okay, here's a quick, easy way to deal with it but to not have to fundamentally change how I write the code. STEPH: Interesting. So I like all the things you're saying. I'll be honest, I'm not totally sold, and I'm trying to think of why. I think the benefits...one, as you mentioned, it's something you don't have to think about or at least signals to others that hey, maybe you should think about this to the extent that you use after_commit. And so that way, you don't have these asynchronous events taking place inside the transaction. So I like that visibility and communication to the rest of the team. Putting it inside of the transaction feels interesting. I don't know why; I feel a little weird about this. [laughs] I'm bringing my true self. CHRIS: That's fair. So if we're being honest, I solved this first by finding the Isolator gem. Well, I solved it first by just doing it manually. I went through the app, and I found all the places. And I was like, you know what? I'm worried that the next person authoring code like this, it's so easy to fall into this trap. Like, this is such a subtle little thing that our brains are not thinking about. And so I had first fixed it, and so I had a diff that involved moving lots of lines of code, every instance of this moved from being in the database transaction out of it. And that was fine. I was fine with that as a solution. But it was a little bit noisy because I was moving a bunch of lines. So then I brought in the Isolator gem. I actually reset that, and I went back to before I had made the fix, ran the test just to make sure Isolator was actually finding every instance. They did; that was great. So I was like, all right, cool. This is better because now I have this thing that will tell anyone when this happens. So I'm very happy about that. Because frankly, this is some hard-earned knowledge that I had to read Sidekiq and remember how database transactions work and convince myself of what was going on here and finally come to what I believe the solution is. And now Isolator is just like, cool, that's encapsulated. And it gives a very nice failure message in the test suite. So it's like, excellent. I really like this. But still looking at it, the diff, the amount of code that I had to change, it's like, well, naturally, this is how we want to write this code, but for reasons, we can't. And it's appeasing the computer more than it's appeasing the reader or the author of the code. And so then I happen to be reading through the Isolator gem's README, and they mention the aftercommiteverywhere gem. And I was like, oh, that's interesting. So one more time, I reset. And then I really tried fixing it with after_commit. And the look of the diff there felt nice to me because the lines got a little more on them, but they didn't move. And so it's like, this is how we naturally would have authored it, and now it works correctly. And I liked that. But I understand your hesitation because you're like, but the thing is, it's wrong. And so you've made the wrong not wrong anymore, but you didn't...and so I get your hesitation. I still like the fancy version. STEPH: Yeah, I think you just helped me figure out my grumpiness with it or why I'm not totally sold on it. And it was in regards to adding a dependency to avoid a noisy diff is the oversimplified version that I was processing or the reason that I was a bit grumpy about adding this other gem for that. But then you also just brought a lot of other really good reasons. One thing that you said that I do really like is adding tools that help us author code in a more natural style, the way that we want to highlight this process, and how this application does work, and how this business logic flows. So given in that light, that makes me feel better about it. But yeah, I think that was my initial grumpiness. I was like, it'll be a noisy diff. It's okay. CHRIS: I think I definitely share your hesitation, or you're like, hmm, that's an interesting reason to bring more code into the application. But at the same time, I think the counterpoint that comes to mind for me is we're using Ruby because of its expressiveness; at least, that's why I'm using Ruby. I really want the code that I write to be as close as possible to the thing that I would say to another human about like, oh okay, when a user signs up for the application, we need to create a record in our system, and then we need to send them an email. And then we need to do this other thing. And so, the closer that our code is to those words that I would use to describe to another human, the happier I am. And I will put in some pretty significant effort to hold that line as long as the code can also be correct. And so, the Isolator gem here does a great job of enforcing that correctness. And then after_commit allows me to still maintain that expressiveness and not have to think about the murky details as much or not have to reshape my code to match the murky realities of different persistence engines. But I do agree. I think it's a good thing to look at and ask, like, is it worth it? Are you sure? And in this case, I will say, "Yeah, I think so," but with that amount of certainty in my voice, [chuckles] which is not a ton. STEPH: I think this is going back to my days of working with dependency bot PRs where every time there was an upgrade for a gem, I always ask, what do you do here? [chuckles] Do we need to upgrade you? Can we just remove you from the codebase? So I'm fairly...I don't know, resistant is a strong word. I'm skeptical of when we're adding stuff in, and I just want to question the value that it's adding. But I want to circle back to something that you said, and that is hard-earned knowledge. And that part I understand so much where when you have gone through a fair amount of work to uncover an issue, and then you want to make sure that others don't have to go through that. This is a really nice way to highlight; hey, there's something that's tricky about computers and software here, and we need to watch out for that. And I want to help you lookout for that. Versus this is just inherit information where this needs to happen outside or after that transaction. And so that makes a really nice entry point where someone can look to say, "Why did we add this gem?" And then there's a commit message that goes with it that explains this is why we use this after_commit gem because we're specifically looking to avoid this type of bug. And I love that. CHRIS: Yeah, I think more lines of git commit message than diff on this one. So yeah, I wrote a short novel describing all of the features, describing the different pieces that are coming together. And then it's actually a +28 -6 diff. So it's a very small code change. But yeah, lots of story captured there. STEPH: And if you had just moved the lines, you could still have that commit message. But it's not likely that someone's going to look up that git commit change or that message that went along with it because they're not going to know to blame that one. But if they look at that particular edition of after_commit, they're more likely to find that historical context. So long story short, I think you have walked me through my initial grumpiness and provided some really good ways to avoid that really tricky failure mode for other developers. CHRIS: Well, thank you. I'm getting Steph's seal of approval starting from grumpy places. [laughs] I feel good. All right. STEPH: I'll have some special Stephanie's approval stickers designed and printed for you. CHRIS: I hope you're not joking because I very much want a yellow heart that says, "Steph-approved." STEPH: [laughs] CHRIS: And I can put it on PRs, and I can put it on the wall. [laughs] STEPH: Well, now I have to find a sticker designer and make a...well, it's just a yellow heart. I can probably handle this. I'm going to use Comic Sans. That will be the approved part. [laughs] Yellow hearts and Comic Sans for everybody. CHRIS: Well, with that absolutely fantastic call back to earlier parts of the episode, shall we wrap up? STEPH: Let's wrap up. CHRIS: The show notes for this episode can be found at bikeshed.fm. STEPH: This show is produced and edited by Mandy Moore. CHRIS: If you enjoyed listening, one really easy way to support the show is to leave us a quick rating or even a review in iTunes, as it really helps other folks find the show. STEPH: If you have any feedback for this or any of our other episodes, you can reach us at @_bikeshed or reach me on Twitter @SViccari. CHRIS: And I'm @christoomey STEPH: Or you can reach us at hosts@bikeshed.fm via email. CHRIS: Thanks so much for listening to The Bike Shed, and we'll see you next week. All: Byeeeeeeee! Announcer: This podcast was brought to you by thoughtbot. thoughtbot is your expert design and development partner. Let's make your product and team a success.
Absolutely delighted to be speaking on the Gloria de Piero's show, on Times Radio In this discussion I shared my Dyslexia story and the personal battle being neurodiverse! A massive thank you to The British Dyslexia Association for setting this up and for Times Radio to give such an Incredible platform to help share our message. (All recordings are property of Times Radio)
Teacher Hug Radio episode with Dr Helen Ross (@drhelenross) aired on June 13th 2021. Dr Helen Ross is a SEN Teacher. Maths Teacher and experienced SENCO. Helen has also worked closely and produced resources for British Dyslexia Association. Dr Ross talks to us about supporting both dyslexic students and staff in schools. You can find a selection of Helen's incredible work at: http://helensplace.co.uk/helen/
This week's conversation draws our attention to the plight of non diagnosed Dyslexia through Simon Rumney's life of shame and the inspiration it now brings to his writing. Simon has battled with low self-worth, shame and guilt his entire life. “I was a failure in the womb.” It all stems from a loveless childhood with traumatized parents and un-diagnosed Dyslexia which left him unprepared for the world. Although he has managed to be hugely successful with his career and prospects, he consistently sabotaged it. Only now, at the age of 66, does he feel close to getting on top of his chronic shame and self-deprecation. What Simon brings to this conversation is a wealth of inspiration for people with learning disabilities and insight for those who live and work with them. Moreover, it gives the rest of us an opportunity to open our eyes to the ways we communicate and understand each other. LINKS FOR FULL DETAILS ABOUT SIMON AND DYSLEXIA In the podcast I mention the Davis Method: Here is a link to this and the British Dyslexia Association: https://www.davislearningfoundation.org.uk/ https://www.bdadyslexia.org.uk/ To learn more about Simon, Dyslexics Unanimous and his three books, follow this link to the podcast post on Life Passion & Business website: www.lifepassionandbusiness.com/simon-rumney-dyslexia-shame-inspiration Life Passion & Business is dedicated to exploring what it takes to be Extraordinary, to face challenges and rejoice in the opportunities they bring, and expand our vision into new ways of thinking and living. There is a lot to gain from listening to other people's stories, however the real work begins by taking action in your own life. For full details of Events, Resources and Services visit: www.lifepassionandbusiness.com Support For Podcasters: Running a podcast is fun, but it takes time and dedication. Whenever you enjoy a podcast please share your appreciation with comments, likes, shares and reviews. It helps other listeners find good content and supports the content creators and their guests. Another way you can support the Life Passion & Business podcast is with small donations: https://www.buymeacoffee.com/lifeandpassion
Leading the conversation for Odgers Interim is Becky Mackarel, Lead Consultant for our Professional Services and Investment Practice. Becky speaks to Danae Leaman-Hill, Director of Fundraising and Development at Ambitious about Autism, and John Levell, independent business transformation and technology consultant and former Non-Exec Chair of the British Dyslexia Association, about their advice to other business leaders for supporting neurodiversity in the workplace. Presenter: Becky Mackarel, Investment & Professional Services Consultant, Odgers Interim
Darren Clark struggled in school with undiagnosed dyslexia but is now an Ambassador of the British Dyslexia Association. Watch more NTV Kenya videos at ntv.co.ke and nation.co.ke.
In this episode of The Invisible Gift, Andrew speaks to Adelle Tracey: a top Team Great Britain athlete and middle distance runner. Andrew and Adelle spoke about Adelle's childhood in Jamaica, her beginning in sport, how dyslexia has impacted her life and her goals for the 2021 Olympic Games and beyond. Top Quotes “That's the superpower of dyslexic people: Finding a way out of a problem.” - Andrew Kitley “80% dyslexics leave school without a diagnosis” - Adelle Tracey “Believe in yourself. Don't see dyslexia as a barrier, see it as a strength.” - Adelle Tracey About The Guest Adelle Tracey is a middle distance runner, Team Great Britain athlete, and makeup artist. She was chosen as a torchbearer in the 2012 London Olympics and lit the Olympic flame. In the semifinals 2018 European Championships, Adelle achieved her 800 metres personal best of 1:59.86, and went on to finish fourth in the final. Adelle is an ambassador for the British Dyslexia Association, and is in contention to appear in the 2021 Olympic Games. Resources https://www.adelletracey.com/ https://www.bdadyslexia.org.uk/ https://www.kitall.co.uk/ https://www.onefineplay.com/ About The Host The Invisible Gift is hosted by entrepreneur and dyslexic, Andrew Kitley. With twenty years experience, Andrew Kitley has worked his way up the metaphorical and literal ladder to become Managing Director of Kitall: an engineering firm. Under Andrew's guidance, Kitall is now one of the most sought after names to complete complex engineering projects in the UK. In each episode of The Invisible Gift, Andrew seeks the advice & inspiration of a fellow trailblazer who has defied the odds to achieve the extraordinary - turning the challenge of dyslexia into a gift.
Dr. Susie Nyman is one of those teachers you’d want your children to have. She is very passionate about how students learn differently using multi-sensory learning. When she was a child she noticed she learnt better using textbooks that incorporated cartoon images. When she had her son she noticed he couldn't remember his spellings when he wrote on blue paper, so she tried different colored paper instead. That’s when her son started to remember his spellings! In school, where she taught biology she used props such as a giant heart, where students could go and put sticky notes on. These notes were colour-coded to differentiate between the deoxygenated and oxygenated parts. She used auditory learning by singing the keywords to a popular song and sometimes they shaped coloured playdough to identify different parts. Multi-sensory teaching stimulates the brain in many ways and can improve the learning process. This week, we discover the dyslexia story of Dr. Susie Nyman and her unconventional ways of teaching science. She also shared a lot of tips for students, parents and teachers Links you may like: Website: https://www.drnymanconsultancy.co.uk/ Twitter: @DrSusieNyman Facebook: https://www.facebook.com/DSNConsultancy Books Eastap, L. et al. (2018). Dyslexia Friendly Schools Good Practice Guide - 2nd Edition. British Dyslexia Association. https://www.bdadyslexia.org.uk/shop/books/dyslexia-friendly-schools-good-practice-guide-2nd-edition Nyman, S. (2019). The Multi-sensory Teaching Toolkit. Chichester: Oaka Books: https://www.oakabooks.co.uk/products/dr-susie-nymans-multi-sensory-teaching-toollkit Nyman, S. (2020). How to become a Grade Riser. Chichester: Oaka Books: https://www.oakabooks.co.uk/collections/revision-extras/products/how-to-be-a-grade-riser-by-dr-susie-nyman-teacher-must-have Bulletmap Academy Page: https://bulletmapacademy.com BulletMap Academy Workshop: https://bulletmapacademy.com/story/ BulletMap Academy Blogs: https://bulletmapacademy.com/blogs/ Enroll in BulletMap Academy: https://bulletmapacademy.com/sales-page/#price Show notes: https://bulletmapacademy.com/95/
I’m so honoured to share this lively conversation I had a few weeks ago with PNEU (Parents National Educational Union)graduate Dr. Susie Nyman. Susie is an incredible teacher and leader, expert and sought after voice in SEN and Multisensory Teaching and all round joyful human! Find her books here: Eastap, L. et al. (2018). Dyslexia Friendly Schools Good Practice Guide - 2nd Edition. British Dyslexia Association. https://www.bdadyslexia.org.uk/shop/books/dyslexia-friendly-schools-good-practice-guide-2nd-edition Nyman, S. (2019). The Multi-sensory Teaching Toolkit. Chichester: Oaka Books: https://www.oakabooks.co.uk/products/dr-susie-nymans-multi-sensory-teaching-toollkit Nyman, S. (2020). How to become a Grade Riser. Chichester: Oaka Books: https://www.oakabooks.co.uk/collections/revision-extras/products/how-to-be-a-grade-riser-by-dr-susie-nyman-teacher-must-have
In our final episode of series 1 of the Move Beyond Words podcast, Elizabeth and Charlotte sat down with one of Britain’s leading athletes, Adelle Tracey. Coming from a neurodiverse family, Adelle has always felt supported by those closest to her. However, she is no stranger to adversity. Adelle Tracey should have been in the final stages of her preparations for the Tokyo Olympics, but like all of us, Britain’s 800-metre runner was sent on a different path this year.This year Adelle has become an ambassador for the British Dyslexia Association and remains a role model and inspiration for us all. We couldn’t more proud to have her join the Move Beyond Words family for our final episode which was full of laughter and posativity.We wanted to say a huge thank you to Adelle for joining us this episode, and we wanted to extend those thanks to all of our previous guests. Last but definitely not least, we wanted to thank you, our listeners.As always, to find out more about us and our various projects, visit movebeyondwords.co.ukThis podcast is part of a wider collaboration from the Move Beyond Words team.Hosts: Elizabeth Arifien and Charlotte Edmonds.MBW’s project manager, Hannah GibbsPodcast Producer: Niall Killeney-TaylorArt and Design: Alex ColehanMarketing, Digital and Press: Sian Gilling Original Theme Music: Tom Parker See acast.com/privacy for privacy and opt-out information.
This week's guest is Dr Susie Nyman. Susie is passionate about discovering how children learn and supporting them in ways which enable them to succeed and is the Curriculum Manager for Health and Social Care at The Sixth Form College Farnborough, where she has strived to raise students' achievements and support them in a way which enables them to succeed. This episode is a lively discussion of easy-to-replicate Multi-sensory Techniques which have been developed on a shoestring, inspiring students with dyslexia to become grade risers and ultimately achieve stellar results. Susie will discuss innovative tried and tested Multi-Sensory Techniques she has used in the classroom setting at The Sixth Form College, Farnborough as well as in Curriculum Support at The Oratory School. These are published in the latest ‘BDA Dyslexia Friendly Schools Good Practice Guide' and ‘The Multi-sensory Toolkit' by Oaka books. Find Susie on https://www.drnymanconsultancy.co.uk/ Useful Links: • Eastap, L. and Gregory, J. (Ed's) (2018) Dyslexia Friendly Schools Good Practice Guide 2nd Edition, British Dyslexia Association - https://www.bdadyslexia.org.uk/shop/books/dyslexia-friendly-schools-good-practice-guide-2nd-edition • Nyman, S. (2019) The Multi-Sensory Teaching Toolkit. Chichester: Oaka Books - https://www.google.com/url?q=https%3A%2F%2Fwww.oakabooks.co.uk%2Fproducts%2Fdr-susie-nymans-multi-sensory-teaching-toollkit&sa=D&sntz=1&usg=AFQjCNFxrU-D5KzFR3CrynYVuv_L4kR17Q • Nyman, S. (2019) Sensory Support for Dyslexia. Clitheroe: SEN Magazine - Issue 103 - https://issuu.com/senmagazine/docs/sen103 • YouTube BDA ‘Dyslexia teaching points: Multi-sensory techniques for teaching science': https://www.youtube.com/watch?v=bIzZzbrlK9c YouTube ‘Multi-sensory' Oaka Books videos: https://www.youtube.com/watch?v=0r5i4c7OLDk
I finished Season 1 of the podcast by talking to the lovely Adelle Tracey. Adelle is a British Track and Field Athlete, competing in the 800m (for which she is a sub 2 minute runner!) and representing Great Britain on the global stage. Me and Adelle trained at the same club growing up, Guildford and Godalming Athletics Club, so it was really lovely to catch up with her and learn more about her athletic journey. We explore Adelle's relationship with running from a young age to now, and discuss; her inclusion in the London 2012 Olympic Opening Ceremony, challenges that have allowed Adelle to grow as an athlete, the importance of maintaining love and appreciation for our sport, respecting and strengthening our bodies, and staying present both in our lives and sport. We also speak about how COVID-19 has shifted the running world, and discuss the postponement of the Tokyo Olympics to 2021. We go on to address Adelle's exciting work with the Women's Sports Trust Unlocked Program, which is raising visibility and increasing the impact of female sport. Adelle is also an ambassador for Dementia UK, the British Dyslexia Association and FitrWoman, where she is using her platform to pursue positivity. We complete our converstation by speaking about Adelle's career external to the running world as a hair and makeup artist, and contemplate the benefits of possessing passions outside of our sport. We really hope that you enjoy this episode! Follow my Journey: https://www.instagram.com/healingwithtorzi/ Follow Adelle: https://www.instagram.com/adelletracey/Mentioned:Women's Sport Trust Unlocked Program: https://www.instagram.com/womensporttrust/Dementia UK: https://www.dementiauk.org/British Dyslexia Association: https://www.bdadyslexia.org.ukFitrWoman: https://www.fitrwoman.com*This episode was recorded remotely, so I apologise for any audio issues!Support this show http://supporter.acast.com/that-healing-feeling. See acast.com/privacy for privacy and opt-out information.
Arran classes himself as one in 4% of the population, who are severely dyslexic adults. When Arran was aged 9, he was diagnosed with dyslexia. He uses the metaphor that dyslexia is like going to the dentist - well that's how it was for him, all the way until he was 14. This was the age when he realised that dyslexia is a difference, not a disadvantage. During Arran's working life he has worked in many industries, including: youth work, retail, business, and the not-for-profit sector. Arran has worked within the dyslexia sector for over 15 years. He is chairman of the Leicestershire Dyslexia Association, and previously worked and volunteered for the British Dyslexia Association in varied roles. Arran has spoken at many large conferences and events across the UK, and more recently spoke at a national conference in India. Despite being severely dyslexic, Arran uses technology to support his needs - and without it, he would not be doing what he is today. You can follow Arran on Twitter @ArranDyslexia
In this month's episode, Shae speaks with Helen Boden CEO of the British Dyslexia Association. After running the British Dyslexia Association's training department, Helen became CEO in March 2018, with a focus on empowering dyslexics through lobbying, raising awareness, training and direct support. With a background in education and training since 1990 and a qualified specialist dyslexia teacher, Helen began work for the British Dyslexia Association in 2002 and has been with the organisation for 15 of the last 17 years.
Arran classes himself as one of the 4% of the population as a severely dyslexic adult. When Arran was aged 9 he was diagnosed with dyslexia. He uses the metaphor that dyslexia is like going to the dentist, well that's how it was for him all the way until he was 14, this was the age when he realised that dyslexia is a difference not a disadvantage. During Arran's working life he has worked in many industries including youth work, retail business and the not-for-profit sector. Arran has worked within the dyslexia sector for over 15 years. He is chairman of the Leicestershire Dyslexia Association and previously worked and volunteered for the British Dyslexia Association in varied roles. Arran has spoken at many large conferences and events across the UK and more recently spoke at a national conference in India. Despite Arran being severely dyslexic Arran uses technology to support his needs and without technology he would not be doing what he is doing today. Useful Links The Dyslexia Show: https://dyslexiashow.co.uk/
Arran Smith classes himself as one of the 4% of the population as a severely dyslexic adult. When Arran was aged 9 he was diagnosed with dyslexia. He uses the metaphor that dyslexia is like going to the dentist, well that's how it was for him all the way until he was 14, this was the age when he realised that dyslexia is a difference not a disadvantage. During Arran's working life he has worked in many industries including youth work, retail business and the not-for-profit sector. Arran has worked within the dyslexia sector for over 15 years. He is chairman of the Leicestershire Dyslexia Association and previously worked and volunteered for the British Dyslexia Association in varied roles. Despite Arran being severely dyslexic Arran uses technology to support his needs and without technology he would not be doing what he is doing today. Virtual SEND Conferece - www.virtualsendconference.com The Dyslexia Show (20th and 21st of March 2020) - www.dyslexiashow.co.uk
Neurodiversity refers to the fact that all our brains function differently. In the workplace it’s an essential area of diversity and inclusion that refers to alternative thinking styles, including autism, dyslexia, dyscalculia and dyspraxia. Without an appreciation of neurodiverse conditions and considering how individuals can be enabled to perform at their best at work, employers will miss out on the sought-after skills of a large talent pool and potentially neglect a significant proportion of their customer base. In this episode, Margaret Malpas, Vice President of the British Dyslexia Association, and the CIPD’s Diversity and Inclusion Adviser, Dr Jill Miller, explain why it’s so important for employers to understand neurodiversity. They also share ideas on how to create a neurodiversity-friendly workplace where people with alternative thinking styles can thrive. Kirsty Wilson, Lead International Job Coach at Auticon, an IT consultancy that exclusively hires adults on the autism spectrum, gives insights and practical examples of how to create an inclusive environment where people can fully use their talents.
What's in this episode? Hello listeners from Digifest! This week i'm in conversation with Ed Fidoe of the London Interdisciplinary School on launching a new style of degree University set up to tackle "humanity’s most complex problems". We also throw back to an old recording from Innovate Edtech with a Governor and edtech entrepreneur, a teacher and a dyslexic learning technology advisor in conversation about what makes great learner experience design. Big shout out to Cool Initiatives for sponsoring this episode. People Sophie Bailey is the Founder and Presenter of The Edtech Podcast | Twitter: @podcastedtech Ed Fidoe of the London Interdisciplinary School | Twitter: @weareLIS David Fudge, Art and Design Teacher, School21 (at time of recording) | Twitter: @school21_uk Tim Moore from the Harris Federation and We Are Human | Twitter: @timdmoore Sophie Deen from Detective Dot | Twitter: @detectivedot Enrico Riva from the British Dyslexia Association | Twitter: @BDAdyslexia Show Notes and References Check out https://theedtechpodcast.com/edtechpodcast for the full show notes and references. Plus, news, events and other bits and bobs. Tell us your story We'd love to hear your thoughts. Record a quick free voicemail via speakpipe for inclusion in the next episode. Or you can post your thoughts or follow-on links via twitter @podcastedtech or via The Edtech Podcast Facebook page or Instagram.
If your Scottish and involved in Dyslexia, this is one to listen to! Also, if your involved in a dyslexia group, there is a lot to learn from how Dyslexia Scotland has grown over the last 50 yrs. In this episode we explore the story of Dyslexia Scotland and all the things it can teach us about dyslexia itself and also other groups who help with dyslexia. It all began in 1968 with parent support groups and volunteers. Two main dyslexia organizations developed. The Scottish dyslexia trust, which gave grants and the other “Dyslexia in Scotland” which was about volunteer parents. Cathy explains how in 2002 Jackie Stewart the famous formula 1 racing champion, helped pull together both these organizations into one, called Dyslexia Scotland in 2004. Jackie Stewart found he was dyslexic through his teenage son being identified and is the President of Dyslexia Scotland and Vice President Of the British Dyslexia Association. Cathy explains how the biggest challenge that Dyslexia Scotland faced was how to raise the awareness and solutions to the 500,000 adults and children with dyslexia in Scotland and maintaining that wide scope. We go into depth on the huge range of different things that are available through dyslexia Scotland and also some of the interesting challenges that are unexpected with dyslexia for adults in the workplace doing driving tests and so much more. Here are the links you might want to check out: Dyslexia Scotland leaflets (there are 38 in total, all free to download and arranged in categories for different groups): https://www.dyslexiascotland.org.uk/our-leaflets Their 3 websites: www.dyslexiascotland.org.uk (general about all our services, support, information, for anyone with dyslexia and those who support/employ dyslexic people) www.addressingdyslexia.org (Toolkit for teachers) www.unwrapped.dyslexiascotland.org.uk (website for dyslexic children and young people aged 8-18) Social Media channels: Facebook: https://www.facebook.com/DyslexiaScotland/ Twitter: https://twitter.com/DyslexiaScotlan Youtube: https://www.youtube.com/channel/UC1aSDfa8h-3IooqEvownR7A Instagram: https://www.instagram.com/dyslexiaunwrapped/ Their Blog, A Life less ordinary: https://alifelessordinaryds.wordpress.com/ Our Helpline: https://www.dyslexiascotland.org.uk/helpline Monday to Thursday 10am to 4:30pm Friday 10am to 4pm How to contact the Helpline: Telephone: 0344 800 84 84 Email: helpline@dyslexiascotland.org.uk Linkedin: https://uk.linkedin.com/in/cathy-magee-06b63a58 Bulletmap Academy Page: https://bulletmapacademy.com BulletMap Academy Workshop: https://bulletmapacademy.com/workshop/ BulletMap Academy Blogs: https://bulletmapacademy.com/blogs/ Enroll in BulletMap Academy: https://bulletmapacademy.com/sales-page/#price And www.bulletmapstudio.com/32/
In studies in psychology and education it is essential to think clearly about causal mechanisms. In this seminar Professor Hulme will outline the use of path diagrams as tools for representing, reasoning about, and testing causal models. The examples used will come from studies of children’s reading and language disorders. In studies of such disorders we can probably never practically or ethically manipulate the ultimate causes (genes and environments) of a disorder. Professor Hulme will argue, however, that identifying causes at the Cognitive Level of explanation is crucial for planning effective treatments/interventions for these disorders. Furthermore, if interventions are successful we may, using mediation analyses, get close to identifying the proximal causes for different disorder. About the speaker: Charles Hulme is Professor of Psychology and Education at the University of Oxford and is a William Golding Senior Research Fellow at Brasenose College, Oxford. Charles has broad research interests in reading, language and memory processes and their development and is an expert on randomized controlled trials in Education. Publications include a number of assessment materials including the York Assessment of Reading for Comprehension (2009), the Phonological Abilities Test (1997), Sound Linkage (2014) and The Test of Basic Arithmetic and Numeracy Skills (2015) as well as several books dealing with various aspects of reading development. He is a former Editor-in-Chief of the journal ‘Scientific Studies of Reading’ (2007-2009) and is currently a Senior Editor of the Association of Psychological Science’s flagship journal, Psychological Science. In 2009 he published “Developmental disorders of language, learning and cognition” (Wiley-Blackwell; co-authored with Maggie Snowling). He holds an honorary doctorate from the University of Oslo (2014) and is a member of Academia Europea and a Fellow of the Academy of Social Sciences. He received the Feitelson Research Award from the International Reading Association (1998) and the Marion Welchman International Award for Contributions to the study of Dyslexia from the British Dyslexia Association (2016). He was elected a Fellow of the British Academy in 2017.
#12 Benedict Phillips, Artist, and Consultant. 3D Thinkers in a 2D world. Wonderfully creative and gently humerous Benedict Phillips shares about his severe dyslexia. A whistle stop tour of his story: - His school years. - 6 years of special educational lessons in a regular school. - Being illiterate at 16 - Excelling at Art School. - His ranting years. - The creation of the ‘Benedictionary’ to help Lexics translate their words into Dyslexic spelling. - Then his plan to help people learn to be Dyslexic with his ‘Exam’ as performance art. - His years of working in schools. So much more. This episode is composed of extracts of this one hour talk. There were 5min sections that were randomly dropped. So there will be some jumps. This talk is published to celebrate International Dyslexia Week 2018 with a "Leeds Dyslexia Festival Series". Where we publish one of the main talks given each day. This is 6/6: 1. Opening address from Helen Boden CEO of British Dyslexia Association 2. Address from Lynn Greenwold O.B.E., CEO of PATOSS 3. Keynote speaker; Professor Jonathan Glazzard 4. Dr Paula Clarke, Associate Professor. 5. Darius Namdaran, M.D. Mindmap Studio 6. Benedict Phillips, Artist, and Consultant. Bulletmap Academy Page: https://bulletmapacademy.com BulletMap Academy Workshop: https://bulletmapacademy.com/workshop/ BulletMap Academy Blogs: https://bulletmapacademy.com/blogs/ Enroll in BulletMap Academy: https://bulletmapacademy.com/sales-page/#price
#11 Darius Namdaran, LDF 5/6 How Mind mapping can help dyslexics in High School. Darius Namdaran. M.D. of Mindmap Studio gives a talk to help teenagers understand the power of mind mapping. He describes dyslexia from the outside, the inside and how you can use mind mapping in a certain way to bring order to the creative chaos of a dyslexics mind! This talk is published to celebrate International Dyslexia Week 2018 with a "Leeds Dyslexia Festival Series". Where we publish one of the main talks given each day. This is 5/6: 1. Opening address from Helen Boden CEO of British Dyslexia Association 2. Address from Lynn Greenwold O.B.E., CEO of PATOSS 3. Keynote speaker; Professor Jonathan Glazzard 4. Dr Paula Clarke, Associate Professor. 5. Darius Namdaran, M.D. Mindmap Studio 6. Benedict Phillips, Artist, and Consultant. https://bulletmapstudio.com/leeds-dyslexia-festival/ Bulletmap Academy Page: https://bulletmapacademy.com BulletMap Academy Workshop: https://bulletmapacademy.com/workshop/ BulletMap Academy Blogs: https://bulletmapacademy.com/blogs/ Enroll in BulletMap Academy: https://bulletmapacademy.com/sales-page/#price
Episode #9 Keynote speaker; Professor Jonathan Glazzard, Leeds Beckett University. The Impact of Dyslexia on Students’ Sense of Self. He tells the story of a School inspection sunk by Headteacher fighting for 4 Dyslexics. How a school inspection felt like from a head teachers perspective. Half of his students had strong dyslexic traits. It was unusual. The head teacher had a hard choice that echoes what a lot of parents feel. He goes onto share his study on the “Phonics reading Check” in UK. And the results of his research interviews with dyslexic teens and teachers. The most unexpected is how helpful children find the label ‘dyslexia’. To celebrate International Dyslexia Week 2018 we are going to do a Leeds Dyslexia Festival 'Series' 3/6. We will publish one of the main talks given. This is the second of six talks: 1. Opening address from Helen Boden CEO of British Dyslexia Association 2. Address from Lynn Greenwold O.B.E., CEO of PATOSS 3. Keynote speaker; Professor Jonathan Glaz https://bulletmapstudio.com/leeds-dyslexia-festival/ Bulletmap Academy Page: https://bulletmapacademy.com BulletMap Academy Workshop: https://bulletmapacademy.com/workshop/ BulletMap Academy Blogs: https://bulletmapacademy.com/blogs/ Enroll in BulletMap Academy: https://bulletmapacademy.com/sales-page/#price
To celebrate International Dyslexia Week 2018 we are going to do a Leeds Dyslexia Festival 'Series' Day 2/6. We will publish one of the main talks given. Episode #8 Address from Lynn Greenwold O.B.E., CEO of PATOSS, a network of 1800+ private assessors and tutors, explains how this Festival grew from one of their local professional development groups. Originally conceived as a local training session, rapidly grew to a regional festival with 700+ attendees, professionals, parents and children. This is the second of six talks: 1. Opening address from Helen Boden CEO of British Dyslexia Association 2. Address from Lynn Greenwold O.B.E., CEO of PATOSS 3. Keynote speaker; Professor Jonathan Glazzard 4. Dr Paula Clarke, Associate Professor. 5. Darius Namdaran, M.D. Mindmap Studio 6. Benedict Phillips, Artist, and Consultant. https://bulletmapstudio.com/leeds-dyslexia-festival/ Bulletmap Academy Page: https://bulletmapacademy.com BulletMap Academy Workshop: https://bulletmapacademy.com/workshop/ BulletMap Academy Blogs: https://bulletmapacademy.com/blogs/ Enroll in BulletMap Academy: https://bulletmapacademy.com/sales-page/#price
To celebrate International Dyslexia Week 2018 we are going to do a Leeds Dyslexia Festival 'Series'. Each day we will publish one of the main talks given at the festival. Episode #7 CEO of The British Dyslexia Association (BDA) gives the opening address and tells the story of the BDA from 1972. One of the first dyslexia associations in the world. The UK has often been at the forefront of Dyslexia awareness with the BDA leading the way. These talks have universal appeal. The festival had 600 adults and 100 children attend. A mixture of parents and educators. This is one of six talks: 1. Opening address from Helen Boden CEO of British Dyslexia Association 2. Address from Lynn Greenwold O.B.E., CEO of PATOSS 3. Keynote speaker; Professor Jonathan Glazzard 4. Dr Paula Clarke, Associate Professor. 5. Darius Namdaran, M.D. Mindmap Studio 6. Benedict Phillips, Artist and Consultant. https://bulletmapstudio.com/leeds-dyslexia-festival/ Bulletmap Academy Page: https://bulletmapacademy.com BulletMap Academy Workshop: https://bulletmapacademy.com/workshop/ BulletMap Academy Blogs: https://bulletmapacademy.com/blogs/ Enroll in BulletMap Academy: https://bulletmapacademy.com/sales-page/#price
Richard Branson, Tom Cruise, Darcy Bussell and Noel Gallagher are among the celebrity dyslexics mentioned on the website of the British Dyslexia Association. But what does it mean to be dyslexic? Pod Academy's Lee Millam went to find out. A new book, The Dyslexia Debate, says the term dyslexia is a broad and meaningless label. The book also suggests that children are often labelled dyslexic when exhibiting a range of different reading difficulties. One of the authors is Prof Julian Elliot from Durham University. Julian Elliot: One of the things that happens quite often when a youngster is struggling with their reading is that some well meaning soul will come along and say, ‘ Have you ever though that little Jimmy might be dyslexic? Perhaps you should send him off for dyslexa assessment and see whether he is. If he is, great!’ There are all sorts of problems with that. Firstly, making a diagnosis of dyslexia is not scientific because the criteria used vary greatly from one person to another. In other words, what one person thinks is Dyslexia, another person doesn’t. So firstly you can’t make a decision in a clear , consistent way about whether a child is dyslexic. Secondly, even if you do determine that a child is dyslexic, having done that there is no educational intervention or treatment which you’d do differently for that child than you would do for any other child who is struggling to learn to read. There are some weird and whacky interventions but none of those have the support of academic scientific research.’ Lee Millam: But having a test and a diagnosis for dyslexia can be a positive thing as we hear now from Patricia Simmonds. Patricia Simmonds: I was diagnosed in, probably, 1997 when I went to college. It was the first time I was diagnosed with dyslexia. LM: How old were you at the time? PS: I was probably 17 or 18. LM: So you went through the whole school experience being dyslexic but not knowing it? PS: Yes, I did. At primary school they didn’t give me any extra help, but they knew I had difficulties with reading and writing, so maybe the teacher might take more time working with me. At secondary school I think they realised I wasn’t learning like the other children, I went to an all girls school, and my tutor realised I needed extra help with, again, my reading and writing. And I believe I’d have been about 12 when I started getting extra support. At times it would be in the classroom or I’d be taken out of the classroom and sit with a tutor and just go though some reading. LM: So you were given extra support at school. Did that help? PS: Yes it did! It was still a bit difficult because I didn’t know why I needed extra help. Nobody could explain it to me. I knew I was struggling but it was as if I was different from the other kids in the class, because I had to be taken out of the classroom to get the extra help (which I really appreciated). It was good to have someone who could spend one to one time with me, to go through everything, because I felt confused in the classroom when the teacher would talk about something and I’d have to sit down and present a piece of work. And then I’d always struggle and I couldn’t quite work out why. So I found it helpful sitting with a tutor one to one and them going through things with me. LM: So you were given this extra help. How were you feeling? PS: I was really pleased about it. I was thinking ‘fantastic, I can start to understand things or start to do the work a lot easier. I was really grateful for the extra help, but it did make me feel outside the group. I’d be taken out of the class for these one to one sessions, on occasion someone would sit in the room, but that was more embarrassing for me – so to be taken out of the class was helpful, but I’d miss what was going on in the class with the other students, so I felt a bit excluded. LM: So when you were 17, at college,
Arran and Dom take you through the latest going ons at the British Dyslexia Association including, Dyslexia Awareness Week 2012, the Autumn Conferences and our Fundraising events. To comment on the podcast please email media@bdadyslexia.org.uk
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