'For ten years we’ve been trying to get our son to understand that 3+2=5. I'm so relieved that he finally knows it and doesn't count it up' is the response I got from a very relieved parent of a teenager diagnosed with Dyscalculia.
Assistive software has a major role to play in developing students’ literacy and study skills.
Should we give up on handwriting and how the Dash test can help us to decide.
I feel particularly privileged to be at the vanguard of psychological practice at this challenging but also exciting time of change for the profession of educational psychology.
Following on from my previous post, part 1 of 'Why can’t my child excel and have a difficulty/disability at the same time?' where we explored what Dual Multiple Exceptionality (DME) and identification was. As a continuation, this post will consider case studies and reflective questions for practitioners on DME.
Ever met a parent or carer who has asked you this question? I have, more than a decade ago. This started my journey into the field of Dual Multiple Exceptionality (DME) or as it is known in the USA as Twice Exceptional (2e). This blog is divided into two parts: Part 1: explores what is DME and identification Part 2: considers case studies and reflective questions for practitioners.
Recently we have seen the issue of children and young people’s mental health repeatedly placed in the spotlight with new commitments from the Government to overhaul the mental health system being widely welcomed. Mental Health Awareness week provides an excellent opportunity to really increase understanding of the needs of children and young people struggling as a result of poor mental health and the impacts this can have.
One of the most perplexing things I continue to grapple with in my 20 year career as an educational psychologist is how little consideration we give to the child or young person’s (CYP) voice when faced with a variety of needs, in particular when faced with social emotional mental health needs (SEMH).
Bercow: Ten Years On is a national, independent review of the state of provision for children and young people’s speech, language and communication needs (SLCN) in England being led by I CAN and the Royal College of Speech and Language Therapist.
