Courses on Learning Disabilities
Saaled National Update 2017
If you would like to apply for a bursary, you can complete the bursary application form and return it to SAALED
13 and 14 February 2018
Dr Sharon Moonsamy workshops
HPCSA Awards 12 CEU (Level 1)
Understanding your learners’ worldviews is key to supporting their learning. To create an excitement in learners so that the classroom space becomes a zone for discovery, where they can be independent and interdependent, creating new knowledge. Cognitive mediation focuses on not only on what (product) has to be learnt but also on how (process) to learn. Hence, the Cognitive Enrichment Advantage (CEA) philosophy allows the build blocks and tools [Greenberg, 2005] to engage an active mind, while respecting the emotions and motivation of the individual. The learners discover their own strategies when approaching a task, confirming their learning or making meaning when learning. Metacognition is included so that reflective practice develops a deeper insight into how they learn.
Sharon Moonsamy is a Speech Language Pathologist and Audiologist, and a remedial education consultant. She is a senior lecturer in the Department of Speech Pathology & Audiology at the University of the Witwatersrand. Her professional experience is gained from varied contexts in the fields of education, health private practice and higher education. Sharon believes that all individuals can achieve according to their potential, given the opportunity, and this forms the premise of her teaching philosophy and research areas.
Place: Bellavista School, 35 Wingfield Ave, Birdhaven, JHB
Date: 13 and 14 February 2018
Time: 09h00-16h00 (Registration at 08h30)
Cost: R2800.00 per person
To Book: www.bellavistashare.org.za/book
Wendy is a seasoned Psychologist who has over 20 years of experience. She is particularly interested in early identification and intervention of children with learning, emotional and behavioural difficulties. She completed her postgraduate study in psychology at the University of the Witwatersrand (1987 –1990), and served 18 months internship at a remedial school in Johannesburg. She continued to work at the remedial school for a further four-and-a-half years before going into private practice. Over the years she has specialized in other areas for example, play therapy for children using a psycho-dynamic approach, group therapy with children and adolescents and Parent-infant therapy with mother, father and their under-five year old, to assist in their ‘getting-together’ as a family unit.
Vicky is an experienced Sensory Integration and Neuro-Development trained therapist, who has also completed her basic and fellows training in DIR/Floor time, completing the course for professionals through Profectum in the USA. Vicky works through building a strong relationship with the child and family, carefully considering the unique individual makeup of the child and specifically adapting her interventions to the child using the DIR framework and her skills as an SI and NDT therapist. She has a special interest in working with children under 5 years of age, specifically those with relational and language difficulties.
Secure parking will be available
Please complete the attached registration form and email this, together with proof of payment, to Jean James-Smith –firstname.lastname@example.org
|8:30-9:30||Social Thinking: Moving beyond politeness
|9:30-10:30||Screen-time: What are the risks?
Dr Lizzie Harrison
|11:00-12:30||Coping with Challenges
In the Know - Amanda Leigh, Jolene Knowles and Nicolette Louw
Research shows that two skill sets will set young adults apart for the world of work in the future: advanced problem solving abilities and highly developed social skills. We easily understand what is meant by problem solving even though we may have difficulty teaching the actual skill. Social skills, as a concept on the other hand does not enjoy such a common understanding. It is too easily confused with socialisation. Socialisation can be bad for us because it may simply “clothe” us in politeness. Equipping our children with a deep insight into social thinking will give them the edge in our multi – cultural world.
Selwyn Marx has been a school principal for 26 years and worked in both co-ed and monastic schools. He has spent some time lecturing at the Johannesburg College of Education. Selwyn has acquired a number of educational qualifications with a focus in Mathematics, English, Geography, Biblical Archaeology, Adult Education and Computer Assisted Education.
Dr Lizzie Harrison
Dr Lizzie Harrison discusses the effect that screen-time is having on our children’s ability to learn, socialise and develop optimally. She gives guidelines as to what constitutes appropriate screen-time, along with advice on activities that can serve to balance the negative impact that screen-time is having on our young people today.
Dr Lizzie Harrison is a qualified medical doctor, with a degree in Neuroscience and Psychology. After completing her training at Cambridge University, she practiced medicine in the UK, with a particular interest in paediatrics. She has travelled all over South Africa, educating children, parents and teachers on the dangers facing children in today’s society, particularly with regards to social media, technology use, bullying and inappropriate sexual activity. She is a published author in the field of social media and bullying as well as being an expert in the sphere of mental health of children. Her most recent book, Selfies, Sexts and Smartphones, which she co-authored, is a huge success and has widely become known as the go-to handbook for parents and children in regard to technology. Lizzie specialises in issues affecting children today, in terms of learning, development, mental and physical health. She has a particular interest in the influence of technology and social media in the lives of young people. In her spare time, she dotes on her menagerie of dogs and horses and drinks the (very occasional) glass of wine.
Amanda Leigh, Jolene Knowles and Nicolette Louw
Children are often faced with challenges at school and home from managing difficult work and disappointing results, to social conflict and unfair interactions. How parents and teachers respond to distressed children can make matters worse for them in the long run. With the very best of intentions adults often step in too soon to ‘fix’ the situation or rescue a child from their difficulties. Helping children to avoid difficult situations does not work! Research shows that children who experience challenges but learn over time to find ways to deal with them independently, cope better and become more competent, confident and successful.
This talk explores alternative ways for adults to respond to children who are facing challenges. It provides tools and strategies that can be used in the classroom and at home.
IN THE KNOW was founded by Amanda Leigh, Jolene Knowles and Nicolette Louw in late 2014. Mandy and Jo are both qualified teachers and Educational Psychologists and Nicky is a Speech-Language Therapist & Audiologist. Together, they have more Than 40 years’ experience in private practice and in pre-primary and primary schools.
All three share a passion for teacher and parent training. In The Know strives to present up to date research together with easy to implement tools for all who attend their talks and courses. They have trained in numerous schools on topics including: Anxiety; Bullying; Teacher Burnout; Discipline & Behaviour Management; Language underlies Learning; Listening; Girls vs Boys and Thinking Skills.
This course affords Educators and Health Professionals training in identifying risk for literacy or Dyslexic-type difficulties, and intervention for individuals with Dyslexia.
The outcomes of the course are:
All materials and facilitation are online. Candidates are expected to dedicate 5 hours per week for the online activities over 36 weeks. In addition, two assignments, the assessment and intervention will form part of the candidate’s assessment portfolio. Individual mentoring is provided for the profiling of reading difficulties or risk for dyslexia, and the intervention.
A limited number of candidates will be trained to ensure maximum attention.
Entry requirement is an appropriate professional qualification and a minimum of three years educational or therapeutic experience.
The course will run from September 2017 to May 2019.
You can register online at the link below:
8.30 to 10.00: Mindfulness and practical initiatives to practice mindfulness in the classroom
by Mark Hayter
This seminar will look at the concept of mindfulness and some practical initiatives to practice mindfulness in the classroom.
10.30 to 12.00: Exploring Ways to Embed Critical and Creative Thinking in the Classroom – A workshop
by Kemble Elliott
This workshop will cover creative ways to encourage critical thinking by engaging participants with philosophical questions that lead to metaphysical explorations of object and concepts. We will also touch on position and point of view, questioning the message and the messenger.
12.15 to 13.15: An Invitation to Be Outside
by Estelle Martinson
This talk will look at social innovation and biomimicry in the school setting, for example understanding disruptive innovation through a study of invasive species, and organizational principles in the behaviour of social insects such as ants and bees.
Katy Mthethwa will share the theory underpinning metacognition, with specific reference to WHY we need to develop children’s metacognition. Katy will move on to the 'HOW TO' of developing thinking in children and adolescents by describing a number of different thinking tools.
Thinking Maps – how a visual tool to record a cogntive processes assists in metacognition
Thinking Routines – having tools to make our thinking visible and reflect upon our learning
Thinking Hats – empowering students to problem solve independently
Blooms Taxonomy - using it as a tool for students to develop metacognition
Habits of Mind - giving students strategies to think about and develop great dispositions towards learning for life
The second speaker, Michaela Carr will share her insights and experiences of implementing these tools in the classroom and the impact it has had on the thinking of the girls at Roedean.
Katy Mthethwa began her teaching career in the UK after graduating from Kingston University with a BA (Hons) in Primary Education. In 2010 she was appointed Head of Thinking Skills at St Peter’s School, Johannesburg, where she implemented the use of Thinking Maps and a range of other tools to develop Higher Order Thinking across the curriculum. This led to St Peter’s being accredited as a Thinking School by Exeter University in 2014. Katy is passionate about curriculum development which has a Thinking Philosophy at its core. She is an accredited Thinking Maps trainer and a founder member of Thinking Schools South Africa (TSSA).
Michaela Carr has been a member of the Roedean Drive Team for cognitive education since 2009. As a member of staff at Roedean she was trained in Habits of Mind. She is a TSSA trainer for the junior schools in de Bono’s Thinking Hats. She has also completed her training for TSSA in Thinking Maps. She is the coordinator in Cognitive Education in the Upper Junior School and she has presented numerous workshops to the Roedean staff.
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