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The Educational Guidance Service

CONTINUING PROFESSIONAL DEVELOPMENT 2018-2020


Continuing Professional Development // 2018-2020 ……………………………………………………………………………………………………………………………………………………………………………………………………..

THE EDUCATIONAL GUIDANCE SERVICE (EGS)

EGS is committed to promoting inclusion in FE and HE for disabled students. We are pleased to offer CPD sessions for providers of Further and Higher Education, normally between Easter and September. Our sessions cover a variety of contemporary topics including how today’s students study and the range of complexities presented by students. The training, provided by our staff, is very practical and collaborative to ensure your staff are given opportunities to interact and subsequently develop their knowledge and skills

OUR MISSION STATEMENT We commit to promoting equality for all: children, young people and adults, by providing excellent psychological services, in education, training and employment, particularly for individuals with specific learning difficulties.


www.egs.org.uk ……………………………………………………………………………………………………………………………………………………………………………………………………..

CONTENTS

Introduction to EGS reports and assessment procedures Undertaking Access Arrangements (Form 8s) Experience the psychometric tests Definitions for SpLD and increasing complexities Understanding a negative diagnosis How today’s students study AD(H)D overview and discussion AD(H)D assessment and support in HE (extended session) SpLD report interpretation and professional placements Allied Health Professionals and SpLD Transition to employment

Dyslexia and related conditions in the workplace Conferences Booking information The Kade Consultancy


Continuing Professional Development // 2018-2020 ……………………………………………………………………………………………………………………………………………………………………………………………………..

INTRODUCTION TO EGS REPORTS AND ASSESSMENT PROCEDURES This is a complimentary session offered to institutions new to working with EGS. Led by one of our psychologists, this session will give staff who deal directly with student reports the opportunity to familiarise themselves with an example EGS report. The session will focus on how an EGS report is written, an overview of the assessment procedure and how the Outcome and Recommendations sections are formed. The session will give ample opportunity for questions and answers from institution staff so they feel confident working with EGS reports. AIMS:

To be familiar with the layout and structure of EGS Psychological reports To have an overview of the assessment process To leave staff feeling confident when interpreting EGS reports with students

SUITABLE FOR:

HE

LENGTH:

Approximately 1 hour


www.egs.org.uk ……………………………………………………………………………………………………………………………………………………………………………………………………..

UNDERTAKING ACCESS ARRANGEMENTS (Form 8s) This workshop provides participants with an insight specifically into Access Arrangements (Form 8s). These assessments do not diagnose specific learning difficulties but identify literacy or processing difficulties. Completion of this workshop will help in the interpretation of results, discussion with students and the application for Access Arrangements which may include:   

25% extra time Reader Word Processor / Scribe

AIMS:

To develop an understanding of standard scores To understand the role of the EGS assessor in completing Section C of the Access Arrangement To be able to interpret scores in order to apply for appropriate Access Arrangements

SUITABLE FOR:

School / FE

LENGTH:

Approximately 1 hour


Continuing Professional Development // 2018-2020 ……………………………………………………………………………………………………………………………………………………………………………………………………..

EXPERIENCE THE PSYCHOMETRIC TESTS This workshop provides participants with an insight into psychometric tests to gain an understanding of the student experience during an assessment session. This in turn will help with the interpretation and discussion of reports with students—including those where there is no diagnosis of a specific learning difficulty. AIMS:

To develop an understanding of psychometric tests To enhance knowledge of the EGS diagnostic report and understanding of conclusions To gain an insight of the emotional experience of students during an assessment

SUITABLE FOR:

FE and HE

LENGTH:

Approximately 1 hour


www.egs.org.uk ……………………………………………………………………………………………………………………………………………………………………………………………………..

DEFINITIONS FOR SpLD AND INCREASING COMPLEXITIES This workshop gives an overview of the range of specific learning difficulties and the increasing complexities of student profiles identified during psychological assessments.

AIMS:

To give an overview of the range of difficulties faced by students in Higher Education To develop an understanding of the complexities in psychological assessments and reports To clarify EGS’ use of particular terminology and what is accepted by SFE (and other funding bodies)

SUITABLE FOR:

FE and HE

LENGTH:

Approximately 1 hour


Continuing Professional Development // 2018-2020 ……………………………………………………………………………………………………………………………………………………………………………………………………..

UNDERSTANDING A NEGATIVE DIAGNOSIS This workshop gives participants support and guidance to understand why a student may not have received a diagnosis of SpLD. Differences between school/college and university assessments along with the guidelines will be discussed and ways to support students who are no longer eligible for support. AIMS:

To develop an understanding of the difference between JCQ and DSA guidelines for support To enhance the ability to explain the report to students To develop ways to support students no longer eligible for support

SUITABLE FOR:

HE

LENGTH:

Approximately 1 hour


www.egs.org.uk ……………………………………………………………………………………………………………………………………………………………………………………………………..

HOW TODAY’S STUDENTS STUDY

This workshop highlights the ways in which today’s students study and access information in light of advancing technology. Insight is given into how technology can be incorporated into existing support plans and work with the strategies already developed. A brief overview will be given as to the wealth of resources and tool available for all students.

AIMS:

To identify the range of technology which is now readily available for all To develop an understanding of the change in student study methods To plan support structures/tutorials incorporating new methods To encourage students in the use of generic tools and technology for education, work and beyond

SUITABLE FOR:

FE and HE

LENGTH:

Approximately 1 hour


Continuing Professional Development // 2018-2020 ……………………………………………………………………………………………………………………………………………………………………………………………………..

AD(H)D OVERVIEW AND DISCUSSION This workshop provides an overview of a typical AD(H)D assessment. We will outline an EGS assessment and explain what our assessors can and cannot do in terms of diagnosis. We will highlight the types of practical support we can recommend for students. AIMS:

To provide an understanding of the AD(H)D assessment process To outline the types of support we can recommend To answer any questions regarding the assessment and support of students with AD(H)D

SUITABLE FOR:

FE and HE

LENGTH:

Approximately 1 hour


www.egs.org.uk ……………………………………………………………………………………………………………………………………………………………………………………………………..

AD(H)D ASSESSMENT AND SUPPORT IN HE (EXTENDED VERSION) In this session, EGS provides an explanation of AD(H)D by outlining the traits of AD(H)D and how to identify those students with attention difficulties. The diagnostic criteria for AD(H)D is highlighted along with a discussion of the difficulties with diagnosing AD(H)D in adults. We outline how EGS conducts AD(H)D assessments and the criteria required for DSA applications. The impact of AD(H)D on students, particularly within a Higher Education context, is discussed and practical support strategies are suggested. AIMS:

To provide an understanding of the challenges students with AD(H)D are faced with To identify practical support strategies to help students with AD(H)D achieve their potential To outline the criteria for diagnosis of AD(H)D and understand the difficulty of diagnosis

SUITABLE FOR:

FE and HE

LENGTH:

Approximately 1 hour


Continuing Professional Development // 2018-2020 ……………………………………………………………………………………………………………………………………………………………………………………………………..

SpLD REPORT INTERPRETATION AND PROFESSIONAL PLACEMENTS This session focuses on the interpretation of the diagnostic report and the implications for the student on a professional placement. Case studies will be used to demonstrate a range of SpLDs’s and the potential difficulties these may incur in the workplace setting. Discussion will be held around adjustments and support for students with SpLDs within the workplace setting. AIMS:

To understand and interpret diagnostic reports in the context of the workplace To identify possible difficulties for with an SpLD when on placement To think about how generic HE support can be transitioned and adapted to the workplace setting To understand good practice

SUITABLE FOR:

HE & Placement Employers

LENGTH:

Approximately 1 hour


Continuing Professional Development // 2018-2020 ……………………………………………………………………………………………………………………………………………………………………………………………………..

ALLIED HEALTH PROFESSIONALS AND SpLD This workshop focuses on the support of students with SpLD within the workplace setting. Discussion will focus around issues such as disclosure, support plans and adjustments within the workplace. Insight will be given into ‘best practice’ and the responsibilities of both staff and students in bridging the gap between academic and workplace settings to ensure support is consistent across both.

AIMS:

To identify the potential difficulties faced by students in the workplace To provide advice on processes that allow smooth transition from one environment to another To give practical advice on reasonable adjustments in the workplace that reflect the support provisions in the academic settings

SUITABLE FOR:

HE

LENGTH:

Approximately 1 hour


www.egs.org.uk ……………………………………………………………………………………………………………………………………………………………………………………………………..

TRANSITION TO EMPLOYMENT

Entering the world of work can be a difficult time for students with a specific learning difficulty. This workshop covers issues surrounding disclosure, reasonable adjustments, transferable skills and the positive elements of specific learning difficulties. Discussion will also involve issues around competency. This session can also be adapted for student groups. AIMS:

To understand the roles of university staff—support and academic—in developing skills and strategies, supporting students entering the world of work and giving practical advice To identify transferable skills from education and their relevance to the workplace To understand the challenges faced by individuals with specific learning difficulties in the workplace To understand positive elements of specific learning difficulties and how these can be capitalised upon in the workplace

SUITABLE FOR:

HE

LENGTH:

Approximately 1 hour


Continuing Professional Development // 2018-2020 ……………………………………………………………………………………………………………………………………………………………………………………………………..

DYSLEXIA AND RELATED CONDITIONS IN THE WORKPLACE This session gives an overview of a workplace diagnostic assessment in terms of what is involved, the impact of the outcome and what performance indicators or behaviours might trigger the assessment process. Benefits of an assessment will be discussed both for the employee and employer, as will employment legislation. AIMS:

To be able to identify potential signs of dyslexia and/or related conditions in the workplace To understand the process and benefits of a workplace diagnostic assessment To understand the legal requirements as an employer with regards to the Equality Act (2010)

SUITABLE FOR:

HR, anyone with management responsibilities

LENGTH:

1 hour


www.egs.org.uk ……………………………………………………………………………………………………………………………………………………………………………………………………..

CONFERENCES The Educational Guidance Service can deliver day conferences for a wide range of participants, Including ‘whole institution’ CPD events. A sample is given below. This outline can also be delivered, in part, over a half day. Alternatively EGS can contribute to a conference with a wider theme by delivering presentations and/or workshop sessions. All such events are arranged on a bespoke basis to ensure that the institution’s needs and support are considered properly. Sample proposal for HE or FE: PRESENTATION: Students with specific learning difficulties and the impact of this on studying in Further and Higher Education AUDIENCE: Academic Staff, Additional Learning Support Staff, Learning Support Assistants, Specialist Support Workers AIMS: To enhance engagement with students according to the individual’s professional practice To improve understanding of the range of SpLDs and the characteristics thereof in Further and Higher Education COSTS: To be agreed when details of training are further developed PRESENTATION SUMMARY (AM) This can be presented in two parts, each approximately 75 minutes, with a 15 minute break Introduction to the range of SpLDs, Dyslexia, Dyspraxia, Dyscalculia, AD(H)D The role of the Educational Psychologist How an assessment is conducted and tests used How recommendations are identified How Learning Support Staff can interpret reports and ensure that students get the best benefit from the report and study support How Tutors can engage with students in the classroom and course assessments WORKSHOPS (PM) EGS can provide a number of workshops which give participants the opportunity for active discussion related to the presentation The number and/or theme of workshops is arranged to your requirements


Continuing Professional Development // 2018-2020 ……………………………………………………………………………………………………………………………………………………………………………………………………..

Our team of experienced Business and Occupational Psychologists work to apply the principles of psychology to the workplace. We work with private and public sector organisations and individuals to help make the best people management decisions. Our expertise is brought to you from across the four broad areas of Assessment, Coaching, Counselling and Wellbeing and Training. Our approach is scientifically robust, research based, independent and objective.

We can help with: Assessment for Specific Learning Difficulties (dyslexia, dyspraxia, dyscalculia, dysgraphia) Counselling and Wellbeing Recruitment Seminars and Training


www.egs.org.uk ……………………………………………………………………………………………………………………………………………………………………………………………………..

To book any of these sessions please contact info@egs.org.uk with the following information:

  

Title of session (s) required. 3 possible dates Participants: Job role and numbers

Notes:


www.egs.org.uk ……………………………………………………………………………………………………………………………………………………………………………………………………..

Notes:


www.egs.org.uk ……………………………………………………………………………………………………………………………………………………………………………………………………..

EGS CPD Booklet 2018 20  

EGS is committed to promoting inclusion in FE and HE for disabled students. We are pleased to offer CPD sessions for providers of Further a...

EGS CPD Booklet 2018 20  

EGS is committed to promoting inclusion in FE and HE for disabled students. We are pleased to offer CPD sessions for providers of Further a...

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