1. Neurodiversity and Dyslexia

2. Introduction

3. Neurodiversity Reframing what we think we know

5. processing difficulties Auditory Visual Motor Time

6. paradigm shift laterality meaning

7. implications change in priorities – intervention s 'remediation' 'structural' – Responsibility shift in perspective – specific learning differences – core differences

8. cognitive styles “I am not someone with dyslexia. I am dyslexic. Were I not dyslexic, I would not be me.”

9. www.outsider.co-uk.com

10. Strengths of Visual and Verbal Thinking VisualVerbal speedordered imaginativeanalytic creativecritical laterallogical inductivedeductive symbolicabstract overviewdetail patternselements multi-dimensional2-dimensional inter-relationshipscause and effect

11. Non dyslexic thinking preferences

12. Dyslexic thinking preferences

13. Short term memory

14. memorise E U C P I R T I G B

15. BIG PICTURE

16. processing meaning ‘software’ ‘machine code’ – holistic – sequential

17. role of 'working memory' ‘Difficulties’ ‘Talents’

18. neurodiversity

19. bagatelle model

20. Neurodiversity: ‘Overlapping conditions’ Dyslexia Dyspraxia Dyscalculia AD(H)D

21. Dyslexia Dyspraxia Dyscalculia AD(H)D

22. Dyslexia Dyspraxia Dyscalculia AD(H)D

23. Dyslexia Dyspraxia Dyscalculia AD(H)D

24. Dyslexia Dyspraxia Dyscalculia AD(H)D

25. Dyslexia Dyspraxia Dyscalculia AD(H)D

26. Dyslexia Dyspraxia Dyscalculia AD(H)D

27. Dyslexia Dyspraxia Dyscalculia AD(H)D

28. Dyslexia Dyspraxia Dyscalculia AD(H)D Multisensory to learn learning Active learning Feedback for Learning styles Overview 1 st

30. RANDOM

31. PATTERNS

32. INTERACTION

33. INDUCTIVE

34. SYNTHESIS

35. VISIONARY

36. Neurodiversity and Dyslexia