dyslexia first

London

I am Michala Morton. I am a fully qualified Specialist Teacher of Dyslexia who is passionate about unlocking the potential of individuals who have dyslexia. I work for the British Dyslexia Association and The Dyslexia Association assessing children and adults. I have worked in Special Needs for over 20 years across a wide range of educational settings. I also worked for a Local Education Authority for 14 years assessing and tutoring children with dyslexia. Qualifications Postgraduate Diploma with Distinction: Specific Learning Difficulties, Liverpool John Moores University, 2012 Postgraduate Certificate with Distinction: Advanced Educational Practice (Dyslexia), Liverpool John Moores University, 2011 M.Ed. Merit: Master of Education in the faculty of Humanities Psychology Education, University of Manchester, 2007 Child Development Module with Distinction, The Open University, 2006 B.Ed. Honours: Degree of Bachelor of Education, Liverpool Hope University, 1997 Professional Bodies APC – Assessment Practicing Certificate (recognises the professional achievement, training and skills of specialist teachers) Member of PATOSS (The professional association of teachers of students with specific learning difficulties) Associate Member of the British Dyslexia Association (AMBDA) Full and enhanced DBS (updated annually) Information Commissioner’s Office (ico) Hiscox professional insurance

chaps

4.7(57)

Northwich

IF YOUR DEPENDANT HAS MOST OF THESE ATTRIBUTES THEY MAY HAVE AN AUTISM SPECTRUM CONDITION. If your dependant has most of these attributes they may have an Autism Spectrum Condition. Classic Autism is generally someone who also has a learning disability. High Functioning Autism (HFA) or Asperger syndrome (AS) is generally someone with average or above average intelligence. ASC people may also have specific learning difficulties, dyslexia, dyspraxia, attention deficit hyperactivity disorder (ADHD) or epilepsy.

linda

Cheshire

I have always had a personal interest in self help and assisted therapy and began training in NLP (Neuro Linguistic programming) over 20 years ago, I have trained with both Richard Bandler and Paul McKenna who are both recognised leaders in this field. Gaining qualifications in both hypnotherapy and psychotherapy I am a member of the National Counselling Society and the National Hypnotherapy Society and my training reflects the standards and ongoing training required by active members. I have ensured that my training provides the most recognised and up to date therapeutic interventions which I believe enhances my natural ability to understand and offer help to those who feel that therapy will empower and enable them to live the life they choose. Using an eclectic approach I am able to tailor bespoke treatment plans using the strengths of the client to gain understanding and achieve the best possible results. I am trained in the use of CBT (cognitive behaviour therapy), PCT (person centred therapy) and psychodynamic therapy. As a published author I write all my own scripts when using hypnotherapy ensuring they have maximum effect enabling change at a subconscious level. I understand the life journey that brings a client to therapy is unique and on that basis I will offer a bespoke therapeutic package just for you. By running my practise from home I can offer a safe and comfortable environment without losing any of the professional standards you would expect. Confidentiality is foremost in my work and I work with the code of ethics that is required as a member of the National Counselling Society, and The National Hypnotherapy Society. Linda Hilditch has full healthcare indemnity insurance & undertakes regular supervision.

calderstones school

Liverpool

I am exceptionally proud to lead and work in such a richly diverse school community in which students with different languages, cultures and religions learn together in harmony. The school's comprehensive nature is something that we value immensely. Our students are encouraged to explore, discover and question through a range of exciting learning opportunities both within and outside the classroom. The staff endeavour to provide a calm and stimulating environment where good behaviour and mutual respect is modelled by everyone and where everyone is valued. We work closely with parents/carers and the wider community to ensure the success of our students. We believe that children deserve the best possible chances in life and that they learn best when there are strong links between home and school. Over the last few years we have spoken constantly about raised expectations and we will continue to push this throughout this academic year, particularly as we look to re-set and recalibrate on the back on the impact of the pandemic. In every aspect of school life, we will raise the bar for students and staff with the view that 'nobody rises to low expectations'. In terms our curriculum delivery, student achievement and progress, their involvement in school and community life, the ways in which students wear the uniform and present their work with pride, the ways in which they speak to each other and the behaviours that they demonstrate within the school and the community in which it resides ... in all of these ways, our expectations will be more ambitious and explicit than ever before. To this end, we have developed a ‘Manifesto for Change’ which sets out the ways in which we aim to continue our journey to excellence and identifies the long-term priorities for the school. One of our main priorities this year will be to ensure, as far as we can, that no child is left behind and that every child is challenged by the curriculum that we have in place. Students should find things difficult, although not impossible, at times. They should struggle at times and be expected to think deeply about the work that they do. They shouldn’t be getting everything right all of the time; if they are, the work is too easy and they’re not being challenged. None of this means that they shouldn’t be enjoying their learning; being challenged can be enjoyable. The curriculum is the bread and butter of our educational offer and should be inspiring a real thirst for learning; we can only do this through supporting and challenging. I hope you enjoy finding out more about our school by browsing our website. Visits are encouraged and welcomed; we would be delighted to show you around our wonderful school.

liverpool business school

Liverpool

In 2021, we created this microsite to respond to the global outcry that Black Lives Matter. Here at LJMU we are unequivocal about the need to examine ourselves and our community to become a welcoming place for students of colour. A major part of this process has been our reciprocal mentoring scheme which has matched Leader’s from the university with students who can give us first-hand accounts about their life and studying in Liverpool. Here, on this site you will find updates on the work we are carrying out, and information to help you if you are either a new or current student here at the University. Our ambition is strong and, along with others from both student and staff, we are determined to change and be a place that we can all be proud of. I am very grateful to all those involved in pulling these resources together, especially Kehinde Ross, Andrea Newman and Moni Akinsanya, as well as the support from JMSU. I hope you will find these webpages thought-provoking and will share them widely within and outside LJMU.

7 Educators providing Dyslexia courses in Frodsham

dyslexia first

London

dyslexia teaching centre

Liverpool

chaps

Northwich

linda

Cheshire

lymm high school

Lymm

calderstones school

Liverpool

liverpool business school

Liverpool

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