Learning Center for chidren who learn differently, their teachers and parents in Dubai, Middle East » Event

Reader Today, Leader Tomorrow

praful — Wed, 30 Jun 2010 11:31:54 +0000

The 1st Annual Symposium on Learning Differences

Dubai Health Authority Accreditation CPD 5 Points
Accreditation # 0616/10

Overview

There is a wind of change blowing through the educational sector. Many lofty and worthy ideas are being postulated about teaching all kind of children in the same mainstream classroom.
BUT:

How do I as a teacher cope with the reality of teaching children with various learning difficulties in my classroom?
How do I as a parent of a child with a learning difficulty support my child to succeed at school?
How do I as a principal manage the increasing expectations of educational policy, teachers and parents within the reality of my limited resources?
How do I as a professional play an active role in integrating children I work with into mainstream classes?

From three different continents and diverse backgrounds of expertise and specialties, our speakers are gathering in this one day event. They are here to interact with you, address your concerns and discuss with you the solutions by bringing several case studies and best practices of people had experienced similar situations like yours.

Symposium Objectives

Connect the knowledge of world renowned experts from the UK, US and India with the expressed needs of the multicultural education environment
Give stakeholders a voice to express the issues they face while helping and integrating children with learning difficulties
Seek realistic solutions to address these issues
Develop an ongoing forum where ideas, experiences and practical solutions can be shared and developed
Build a database of available services and professionals in the region which can be used as a source of referral

Speaker Profiles

Dr Constace Smith-Hicks Assistant Professor, Pediatric Neurologist, MD, PhD, John Hopkins, USA. Received her MD and PhD from Columbia University College of Physicians and Surgeons. She completed her internship and residency in Pediatrics at Montefiore Medical Center at the Albert Einstein College of Medicine and her residency in Pediatric Neurology at the Johns Hopkins University School of Medicine.
Dr Smith-Hicks also completed a Research Fellowship at Hopkins in the laboratory of Dr Paul Worley where she studied the role of the Immediate Early Gene Arc in the formation of neural networks that are involved in learning and memory. She is now a faculty member of the Department of Neurology, John Hopkins, USA.

Dr Steve Chinn PhD, AMBDA, Mark College, UK. Dr.Chinn was Founder and Principal of Mark College, a specialist school for dyslexic learners, which is recognised as a Beacon school. Dr Chinn has served on the councils of the British Dyslexia Association and the Dyslexia Institute and has more than thirty five years of teaching experience. He is an internationally regarded expert trainer and lecturer in the area of Dyslexia, Mathematics and Dyscalculia and is the author of several publications, including the highly acclaimed The Trouble with Mathematics. Steve set up the first Post Graduate Course for maths and dyslexia which was accredited by the British Dyslexia Association for Associate Membership (Numeracy) status.

Nancy Cushen White, Ed.D, Associate Clinical Professor,University of California, USA . Dr.Nancy is a teacher and learning disabilities specialist in the Division of Adolescent Medicine. She provides referrals and consultation for case management of adolescents with learning problems. She has worked as a classroom teacher and special education teacher for San Francisco Unified School District; she was the pilot teacher for the special day class for gifted students with specific learning disabilities (dyslexia) in the Department of Special Education- SFUSD.

Lalitha Ramanujan M.Phil,M.Psych Director, Alpha to Omega Learning Centre, India. Ms.Lalitha is a trainer and therapist in specific learning difficulties, for more than two decades. As a Certified Trainer for Strategies Intervention Model Kansas University and Instrumental Enrichment Programme; she conducts workshops and courses for teachers and parents. As a Director she is involved in training and management of the Centre. She has received awards for her contribution to the field, from the Rotary clubs and other social organizations. The Alpha to Omega Learning Centre was founded in 1988. Its core activities are remedial intervention on a one tone basis, full day school and training tutors.

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Pre-Conference Activities

These activities are an opportunity for the participants to interact with the speakers in a more personal set up. These workshop will target specific interest groups to address their questions and discuss their concerns.

1) Workshops with Dr.Nancy Cushen White

Parents
Principals and Policy Makers
Regular Teachers
Special Needs Teachers and Professionals

How Can I Participate?
Express your interest in the appropriate section of the symposium application form including group of interest and preferred times for meeting. The organisers will contact you with the time and location of the meeting.

2) Visits by Dr. Nancy Cushen-White to Interested Schools and /Or Work-Teams

Dr. Nancy Cushen-White has expressed her willingness to visit a limited number of schools and other work-teams with common concerns in the days before the conference to help the school with the issues they are most concerned about. Schools and teams with ten or more symposium attendants qualify. The symposium organisers endeavour to organise as many visits as possible within the limited time Dr. Cushen-White is available.

How can a School /Work-Team Participate?

Express your interest in the appropriate section of the symposium application form including description of your function at the school or team, the number of participants, major areas of concern and preferred times for meeting. The organisers will endeavour contact you to discuss your needs and coordinate Dr. Cushen-White’s timetable during her stay in Dubai.

Who Should Attend and Why?
You must attend if you are:

1) Parents

Gain the knowledge to determine what support your child needs and how it can be provided in school and after school remediation
Be a realistic advocate for your child based on a thorough needs assessment. This will help understand the essential support the child requires
Working toward turning the relationship with the school from conflict to collaboration.

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2) Teachers

Understanding which children can be accommodated in the classroom without additional resources
Learn survival strategies to integrate children with learning difficulties into the mainstream classroom
Practical ways of screening individuals with learning differences in the classroom
Practical ways of collaborating with parents and minimizing their anxiety
Practical strategies to cope with the sudden Influx of including children with learning difficulties such as Dyslexia, Dyscalculia and ADHD.

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3) Principals and Policy Makers

Minimizing the obstacles faced while transforming inclusion policy into into practice by employing simple, cost-effective and efficient strategies to include children with learning difficulties within the existing framework and its constraints
Relieving teachers’ stress of coping with the integration demands by giving them survival tools to integrate children with learning difficulties in the mainstream classroom
Dealing with parental expectations
Understanding the support children needs, and how the school pan provide that in realistic and reasonable ways
Understanding which children the school can not support, and discuss what can be the
alternatives.

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4) Health Care Professionals

Update yourself with latest research and techniques of diagnosing and managing children with learning disorders
Getting to decide how, when and to whom you can refer
Participate in building a unified database of referral references across the region
Network with people from different background yet with common interest and share ideas and learn from various experiences.

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5) University Faculty and Researchers

Participate in an interactive forum that will present the latest research combined with real life case studies and best practices
Enrich your practical insights on the challenges faced upon transitioning from research to practice
Learn about the situation in reality. This will be reflected on training teachers and preparing them to have the solid foundation to build an adaptive and flexible education atmosphere.

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Topics Abstract

Learning Difficulties Etiology and Management

Dr Constance Smith Hicks , MD and PhD, Paediatric Neurology, John Hopkins, USA

Learning Disability is a brain based disorder that affects the way in which one acquire, processes and stores new information for later retrieval. This disorder can have many different presentations and may result from a variety of general medical, neurologic, psychiatric or genetic conditions. Dr.Smith will present the physiological processes underlying learning and memory and the pathologic basis for disorders affecting learning and memory.

Dr.Smith will also discuss the factors that puts one at risk for a learning disorder, common neurological and neuropsychiatric disorders that affect learning and discuss an approach to diagnosis and treatment. In addition, some of the genetic syndromes that are associated with learning disorders will be discussed and briefly touch on ongoing research and clinical trials that are being pursued.

Why children fail in Math 31 Signs of Dyscalculia

Dr Steve Chinn , PhD, AMBDA, Mark College, UK

This session will look at 31 characteristics which are indicators of maths learning difficties/dyscalculia, for example, an inability to memorise all the basic multiplication facts. The session will consider relevant research, the implcations of each characteristic, some teaching ideas and the role of anxiety and motivation.
These characteristics are an aid to diagnosis and intervention in that they identify key requisites for learning maths. The underlying principles and pedagogy would apply to any subject that a child with specific learning difficulties may meet.
This session is aimed at anyone who has an interest in why children, and adults, fail to understand and learn maths

How Dyslexia Affects School Performance at Different Ages

Dr. Nancy Cushen White , Ed.D, Special Educator and Associate Clinical Professor, Faculty of Medicine, University of California, USA

What Is Dyslexia? Are the characteristics the same regardless of age? Can dyslexia be diagnosed before children are learning to read? Are some instructional approaches more effective than others for teaching reading, spelling and written expression to people with dyslexia? Can adults with dyslexia be taught to read and write?

One essential concept underlying dyslexia is unexpected underachievement, difficulty or inability to master an academic skill generally expected of others with similar aptitude and adequate opportunity to learn. Academic achievement and cognitive processing strengths and weaknesses must be considered in conjunction with the analysis of the quality and patterns of errors that occur at different ages and developmental levels. While individuals may differ in the severity and extent of their dyslexia, there are sufficient criteria to make dyslexia a clearly identifiable syndrome. Thus, it is a term useful to teachers, psychologists and others involved in education, because it calls for specific kinds of instructional approaches.

Dyslexia is more common than any other kind of learning disability and it responds to expert, informed instruction. Training teachers to deliver this effective instruction remains our greatest challenge.

Remedial Intervention to Bridge Learning Difference

Lalitha RamanujanM.Phil, M.Psych, Director ,Alpha to Omega Learning Centre, Chennai, India

Remedial teaching approaches to meet the needs of a learning disabled student can be addressed as a clinical or therapy approach. The teacher’s role is to tailor the learning experiences to meet the needs of the particular Learning disabled student.

The flexibility of the teacher to modify as new needs become apparent is very important. The approach needs to facilitate ways to test-teach-test process. The method should not be a rigid, one instructional system. A flexible approach, that focuses on what can the student do and what needs modification, is one that can be used in a mainstream, a resource room special education or in one-to-one tutoring. The tactics involved should be used with many different learning strategies or instructional methods.

Symposium Agenda

Time	Session
8:30 am	Registration, Breakfast and Networking
9:00 am – 9:15 am	Welcome Address Dr Steve Chinn, PhD, AMBDA, Mark College, UK *The Symposium Chair*
9:15 am – 10:45 am	Learning Differences: Etiology and Management Dr Constance Smith-Hicks, MD, PhD, John Hopkins, USA
10:45 am – 11:00 am	Coffee break and Networking
11:00 am – 12:30 pm	Characteristics of Dyslexia: Examples of how dyslexia affects school performance at different ages Dr Nancy Cushed White, EdD, University of California, USA
12:30 pm – 2:00 pm	Lunch & Networking
2:00 pm – 3:30 pm	Why children fail in Math? 31 Signs of Dyscalculia Dr Steve Chinn, PhD, AMBDA, Mark College, UK
3:30 pm – 3:45 pm	Coffee break & Networking
3:45 pm – 5:15 pm	Remedial Intervention: Bridge Learning Differences Lalitha Ramanujan M.Phil, M.Psych, Director, Alpha to Omega Learning Centre, Chennai, India
5:15 pm – 5:30 pm	Coffee break & Networking
5:30 pm – 6:30 pm	Panel Discussion: Dr Steve Chinn Dr Constance Smith Hicks Ms Lalitha Ramanujan Dr Nancy Cushen White
6:30 pm	End of the Program and Certificates Distribution

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Where? Rashid Library Auditorium, Dubai UAE.

When? Saturday 25th Sep, 2010

Fees (AED):

KHDA Staff

Students: AED 400

Teachers: AED 550

Individual: AED 650

DHA Staff: AED 250

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Dyslexia Your Questions Answered

jeevan — Thu, 10 Jun 2010 13:17:20 +0000

About the Event

Download the presentation

Join us for this informative workshop to answer your questions about Dyslexia. Come with your questions.

Together we’ll explore:

What dyslexia is and what it is NOT?

From scientific models and research to
common myths and misunderstandings

Why it occurs and how to recognize it?

Causes and Symptoms of Dyslexia

Who are the 2-D Learners and 3-D Learners?

Various profiles for children with learning differences

What to do about it?
How to assess that?
How to provide help?
Evidence based Multisensory intervention theories and approaches

Speaker Profile
Rudolf Stöckling,
Educational Psychologist, MSc (Psych); Dip.Ed; B.A.
Member Australian Psychological Society

Praveen A.V
Reading Specialist, Remedial Tutor
M.A, B.A, Dip. Sped

Event Details
Date: June 23rd , 2010
Timing: 18.00 – 21.00
Location: Tulip Inn Hotel, Dubai Knowledge Village, Khaled 2 Meeting Room

Entry is FREE

but Registration is necessary either via e-mail or SMS.
Please RSVP to:
050-7954428

info@lexiconreadingcenter.org

Social Cognition: How to Teach Your Child Social Skills?

jeevan — Mon, 22 Mar 2010 05:33:20 +0000

About the Event

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Why are Social skills important?
What are the subtypes of skills?
How do we recognise them?
How do we teach them?
Experiential activities

Do any of these comments sound familiar?
“I tell him to stop doing that, but he keeps on doing it. Damn. This kid must have been raised by wolves!”

“That kid knows how she is supposed to behave. She CHOOSES to misbehave.”

“I ask him what he is supposed to be doing and he can tell me. He knows better, so why isn’t he doing it?”

Some kids know (intellectually) what to do, but they’ve never (physically) done it before. It’s difficult for all of us to all-of-the-sudden display a completely different behavior than we’ve been showing for years.

Why Are Social Skills Important?
Social skills are those communication, problem-solving, decision making, self-management, and peer relations abilities that allow one to initiate and maintain positive social relationships with others. Deficits or excesses in social behavior interfere with learning, teaching, and the classroom’s orchestration and climate. Social competence is linked to peer acceptance, teacher acceptance, inclusion success and post school success.

What Social Skills Will we be looking at?

“Manners” & positive interaction with others
-approaching others in social acceptable ways
-how to asking for permission rather than acting impulsively
-how to make and keep friends
-sharing toys/materials

Appropriate classroom behavior
-work habits/academic survival skills
-listening
-attending to task
-following directions
-seeking attention properly
-accepting the consequences of one’s behaviour

Better ways to handle frustration/anger
-counting to 10 before reacting
-distracting oneself to a pleasurable task
-learning an internal dialog to cool oneself down and reflect upon the best course of action

Acceptable ways to resolve conflict with others
-using words instead of physical contact
-seeking the assistance of the teacher or conflict resolution team

Speaker Profile
Mr. Rudolf Stöckling,
Educational Psychologist, MSc (Psych); Dip.Ed; B.A.
Member Australian Psychological Society

Event Details
Date: April 14th, 2010
Timing: 18.00 – 21.00
Location: Tulip Inn Hotel, Dubai Knowledge Village, Khaled 2 Meeting Room

Entry is FREE but Registration is necessary either via e-mail or SMS.

Please RSVP to:
050-7954428
info@lexiconreadingcenter.org

Attention: from Confusion to Control

rania — Thu, 21 Jan 2010 10:53:36 +0000

About the Event

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After introducing the neuro-developmental model consisting of eight processing functions that make up a child’s learning profile in the previous talk, the present topic addresses the first element of this model: Attention.

The workshop participants will be introduced to the nature of attention and examine various strategies on how it can be developed as a study skill rather than being an obstacle to achieving academic success. The participants will look at diverse examples and engage in activities and discussions that will help in the in depth understanding of the presented information.

Workshop Goals
Participants will

gain a deeper understanding of the construct of attention and the role it plays in the educational life of a child.
examine various ways to support the attention of students who struggle in this area.
consider a variety of pedagogical methods and how they affect attention.

Speaker Profile
Mr. Rudolf Stöckling,
Educational Psychologist, MSc (Psych); Dip.Ed; B.A.
Member Australian Psychological Society

Event Details
Date January 30, 2010
Timing 18.00 – 21.00
Location Tulip Inn Hotel, Dubai Knowledge Village, Khaled 2 Meeting Room

Entry is FREE but Registration is necessary either via e-mail or SMS.
Please RSVP to:

Rania Anis
050-7954428
rania.anis2009@gmail.com

How To Help Children Who Learn Differently Succeed At School?

praful — Wed, 30 Dec 2009 12:01:04 +0000

About the Event

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To introduce parents and teachers of students who struggle with learning to a system of assessment and interventions that will measurably improve their children’s success in school and life by providing interventions that integrate

Educational
Scientific
Clinical Expertise

Agenda Overview

Eight neurodevelopmental processing functions that makeup the person learning profile.
Indicators of strengths and weaknesses in children’s neurodevelopmental (learning) profile.
Strategies for some of the common profiles leading to difficulties at school.
Interactive session to discuss parents’/teachers’ concerns about their children learning.

Speaker
Mr. Rudolf Stockling, Educational Psychologist, MSc (Psych); Dip.Ed; B.A

Date	January 02, 2010
Timing	19.00 – 21.00
Location	Tulip Inn Hotel, Dubai Knowledge Village, Khaled 2 Meeting Room

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