Glynis Lavington

Glynis is a Consultant and Practitioner and has worked within the field of Specific Learning Difficulties for many years, as an assessor, teacher and trainer. She is involved with teacher training at all levels: advanced teaching courses, PGCE, schools, sixth form colleges, further and higher education colleges, universities, music academy’s and schools of acting. Her area of research is concerned with dyslexia and contemporary music and she has spent many years working with contemporary musicians, providing support for students as well as training, support and advice for tutors.

Glynis creates and delivers study skills courses, supports dyslexic students at various institutions and delivers workplace skills training for dyslexic adults. Glynis was a member of the DCSF Working Party on Assessment for Specific Learning Difficulties in Higher Education. She is a national speaker on SpLD

If you are interested in any of Glynis's INSET courses please fill out the Consultant enquiry form within the inset page or contact the office on 01672 512914 for further details and availability.

Glynis specialises in providing a range of services for education and the work place. Supporting young people and adults with dyslexia, helping them to learn about themselves & deal with the challenges. Dyslexia is often only addressed in terms of literacy skills and study skills within educational settings. Glynis takes a more holistic view and provides help and support both within education and the workplace, enabling those with dyslexia to develop independence, by gaining a greater understanding of their strengths and weaknesses alongside the development of skills and strategies.

Glynis provides training for teachers, SENCOs and Learning Support Managers and staff, enabling them to increase their knowledge and understanding about dyslexia, providing ideas and suggestions for teaching approaches that can be used across the curriculum to enable dyslexic students to achieve their full potential.

Assessment

Glynis is an experienced assessor, who is professionally qualified to assess, report, and advise on all aspects of dyslexia, she holds a Practising Certificate in assessing specific learning difficulties. Glynis specilaises in assessing students and adults aged 16 and above, both within education and also within the workplace.

For many identification of dyslexia comes as a relief and opens the door to independence by gaining a greater understanding of their individual strengths and weaknesses.

Dyslexia manifests itself in many different ways, the areas of difficulty can include any of the following: Reading, spelling, writing, mathematics, organisational skills, memory, examination performance.

Everyone who is dyslexic is an individual, each with his or her own goals and challenges. Therefore, Glynis offers a variety of different assessments to suit individual circumstances. If you are not sure which type of assessment would be the most appropriate for you, please contact us so that we can help.

Full diagnostic assessment – is appropriate for those who have not previously been assessed, or those who require a full update on a previous assessment. Provides a cognitive ability profile, with measurements of reading, spelling and writing. Further assessments may also be included depending on other areas that may need to be explored. The assessment takes up to three hours.

Assessment for those entering Higher Education/ Disabled Students Application (DSA) – is aimed at students applying for a DSA. The student is required to provide evidence of SpLD in the form of an assessment report that has been produced following specific Student Finance England guidelines with regard to the tests used and the requirement for the assessor to hold a relevant practicing certificate.

Assessment in the workplace - As an employer or employee, it is important that you obtain the right advice from a professional specialist trained to work with adults with dyslexia in the workplace. They will be able to help you to identify and clarify areas causing concern and suggest ways forwards; this may include diagnostic assessment, specialist skills based training, recommendations for reasonable adjustments within the workplace, and /or use of specialist technology.

Dyslexia and Music

Many students with dyslexia studying music face challenges with certain aspects of the curriculum, despite their musical talents.

This training session will explore the needs of a student with dyslexia studying music and offers the opportunity for teachers to gain an understanding of:

• Aspects of the dyslexic/SpLD profile that may impact on learning
• The difficulties the student may experience
• Practical support and teaching approaches
• The importance of teaching metacognitive skills
• Accommodations and reasonable adjustments

Target Audience/Age group of pupils

• Teachers, SENCos, Learning Support Staff / Secondary, 6^th Form, College & University

Dyslexia and Performing Arts

This course aims to increase knowledge and understanding of the difficulties that a student with dyslexia/SpLD may experience when studying performing arts.

By the end of the session we will have:

• Explored aspects of the dyslexic/SpLD profile that may impact on learning
• Considered the difficulties the student may experience
• Explored practical support and teaching approaches to meet the needs of the learner with dyslexic/SpLD
• Gained an understanding of the importance of teaching metacognitive skills
• Considered accommodations and reasonable adjustments

Target Audience/Age group of pupils

• Teachers, SENCos, Learning Support Staff / Secondary, 6^th Form, College & University

Dyslexia at Key Stage 4 and A level: Ideas and Strategies

Students with dyslexia often find examinations stressful and struggle to demonstrate their true potential. Many dyslexic students also find the adjustment to studying at A level challenging and it is not uncommon for high achievers at GCSE level to gain lower grades than expected at A level.

Being consciously aware of their approach to tasks, taking control and having a ‘tool kit’ of strategies to use can make a significant difference.

This session is designed to give teachers the opportunity to develop successful approaches for teaching students strategies for revision and techniques to use during the exam.

By the end of the session we will have:

• Explored the needs of this specific group of learners
• Considered the difficulties the student may experience
• Gained an understanding of the importance of developing metacognitive skills
• Received practical teaching and learning suggestions 

Target Audience/Age group of pupils

• Teachers, SENCos, Learning Support Staff / Secondary, 6^th Form, College & University

Teaching A Level Study Skills

Students with dyslexia/SpLD often find adjusting to A level studies challenging. Students may have developed strategies that have enabled them to cope at GCSE level, however, transferring these strategies to their new studies can be problematic. As a result it is not uncommon to find that high achievers at GCSE level gain lower grades than expected at A level.

This session is designed to provide teachers with the opportunity to develop successful approaches for teaching the underpinning study skills that the students need.

By the end of the session we will have:

• Explored the needs of this specific group of learners
• Considered the difficulties the student may experience
• Gained an understanding of the importance of developing metacognitive skills
• Received practical teaching and learning suggestions 

Target Audience/Age group of pupils

• Teachers, SENCos, Learning Support Staff / Secondary, 6^th Form, College & University

Preparing Students for Higher Education: Essential study skills

Many students with dyslexia/SpLD find the adjustment to study at University challenging, where the emphasis is very much centered on independent learning.

This session is designed to provide teachers with the opportunity to develop successful approaches for teaching the underpinning study skills that the students need.

By the end of the session we will have:

• Explored aspects of the dyslexic/SpLD profile that may impact on this transitional stage
• Gained an understanding of the challenges facing the student
• Consider practical support and teaching approaches that can be used to develop a workshop for students moving on to university

Target Audience/Age group of pupils

• Teachers, SENCos, Learning Support Staff / Secondary, 6^th Form, College & University