Developing Writing for All Learners– Ways Into Writing in a Neurodiverse Classroom

Developing writing for all learners requires a holistic approach that encompasses many aspects of emergent and conventional writing approaches. As well as a deeper understanding of how to remove barriers to learning and provide strategies for all to succeed. The new DFE Writing framework is due in the summer and so this is a timely opportunity to reflect your current practice.

Key Highlights:

-Gain knowledge of writing as key to reading and communication.

-Understanding the developmental stages of writing, why we write and engaging all learners.

-Exploring the comprehensive writing process, from planning to publishing, tailored to diverse learning needs (building a toolkit).

-Building a solid foundation of literacy skills, including phonological awareness, letter recognition, and vocabulary development.

-Creating accessible pathways into writing for all learners, from alternative pencils to engaging older learners

-Using assessment/tools to support reducing barriers to learning (e.g., Writing with all tools continuum)

-The importance of multi-sensory, practical approaches, using all environments to gain inspiration, practice, over learn and embed skills (e.g., Talk for Writing, Write Dance)

Overall, the course is designed to provide you with the knowledge and skills necessary to support the writing development of learners with complex needs/ SEND. Providing you with practical ideas and approaches to develop this key area for all learners.

TBC

Dr Sarah Moseley: Sarah is a literacy and inclusion specialist focusing on empowering all learners, embracing neurodiversity and SEND. Sarah provides face to face or online training, consultancy, information and support for professionals and families from all sectors. Sarah is passionate about making a positive difference to the lives, attitudes and outcomes of those neurodiverse learners who may struggle to learn. Sarah has over 25 years’ knowledge and experience within special and mainstream education up to Headteacher level, as well as a solid research background rooted within the psychology of learning, that includes a Masters and PhD in Special Education. Sarah recently published a book on ‘Teaching Reading to All Learners’ and writes regular articles for several key industry publications. Throughout her career the one constant has been her belief in people and that everyone can succeed in the right environment, with the right support and equal access to opportunities. Sarah aims to bridge the gap between theory and learning, to create a culture where high expectations thrive, improving outcomes for all. Through the creation of inspirational learning opportunities, raising expectations, and removing barriers for all learners.