INTRODUCTION
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Workshop 1 | Why should we offer opportunities for second language learning to learners who are already struggling to master their first?
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BARRIERS TO LEARNING - GENERAL
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Workshop 2 | Teachers, as well as learners, respond differently to information presented in different ways. Here is another way of looking at barriers to learning.
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Workshop 3 | Writing as a potential barrier to learning.
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Workshop 4 | Talking to learners about barriers. | GO |
Workshop 5 | Working together: Where do we start? | GO |
Workshop 6 | Working together: Planning support for learners in difficulty | GO |
BARRIERS TO LEARNING - ADDITIONAL SUPPORT NEEDS
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Workshop 7 | Planning support for learners with dyslexia | GO |
Workshop 8 | Planning support for learners on the autism spectrum | GO |
Workshop 9 | Planning support for learners who are deaf | GO |
Workshop VI | Planning support for learners with visual impairment | GO |
DEVELOPING INCLUSIVE PRACTICE
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Workshop 10 | What is inclusive provision? | GO |
Workshop 11 | Meeting learners' needs: How am I doing? | GO |
Workshop 12 | Structuring learning: Auditing current practice | GO |
Workshop 13 | Using the target language: Communicative principles | GO |
Workshop 14 | Active and multi-sensory approaches: Enhancing experience (in development) | |
PLANNING
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Workshop 15 | Planning links | GO |
Workshop 16 | Access levels: Help with planning | GO |
