Learning Difficulties – General or Specific? The difference explained
This webinar explains how general learning difficulties and specific learning difficulties are diagnosed by Local Authority or private Educational Psychologists working with and within primary and secondary school settings. It is a useful overview for parents who feel their child may have some form of learning difficulty.
Please note the diagnosis and the definition for dyscalculia has since been updated and a more thorough assessment and analysis of information is required before making a diagnosis.
Dr Suzanne Jones BSc (Hons), PGCE, MA, DEdCPsy CPsychol
Suzanne is a chartered Educational and Child Psychologist and SEND Specialist. Throughout her career she has worked to support families and educational settings including mainstream and special schools, children and family centres, nurseries, colleges and short stay schools to promote change and improvement at an individual, group, class and whole school level. Since completing her undergraduate degree in psychology at the University of Edinburgh in 1999 Suzanne has gained extensive experience working with children from nursery age to Post 16 as a child and educational psychologist, teacher, Centre manager for vulnerable pupils, area Special Educational Needs (SEN) Coordinator, Local Authority (LA) Inclusion Advisor and LA Head of SEND.
Suzanne has a keen interest in inclusion, especially identifying need, strategies and interventions to meet need including learning needs such as moderate learning difficulties and dyslexia, social emotional and mental health needs including supporting pupils to recognise and manage emotions such as anxiety and anger, and supporting young people in planning and preparing for adulthood.
She currently provides bespoke involvement to educational settings including individual pupil work such as assessment and direct therapeutic involvement, groups including social skills and anxiety management groups, class behaviour management support, staff team support through group problem solving and whole school support in identifying and meeting needs. She also provides support to LAs including providing advice around SEN strategy and operational processes and procedures and direct involvement to families including consultation, assessment and direct intervention and support.
HCPC Registration number: PYL35830
Alison Salt M.Ed, BA (Hons), P.G.C.E, Post Grad Dip SEN, Post Grad Dip Psych
Alison began her career as an English teacher with responsibilities for SEN, teacher training and management of a large department in a Sheffield comprehensive school. She then worked as a Behaviour Support Teacher for a Local Authority before retraining as an Educational Psychologist in 2005.
As well as supporting schools, colleges and nurseries within a large 'Shire' county, Alison has also supported Social Care, Virtual Schools, the Child Development Clinic at a hospital and Independent Special Schools for children and young people with Autism and Social and Emotional difficulties.
Alison has undergone additional training as a Registered Intermediary and has supported children and young adults in Police ABE interviews as well as in Court. She is an Expert Witness for family and crown courts.
Alison has particular interest in mental health, managing behaviour , dyslexia, using Acceptance and Commitment Therapy within her work and working with refugee communities. She is currently undertaking her doctorate in Educational Psychology where she is researching SEN and home education. In her spare time she loves to travel and spend time in the Peak District with her dogs and her family!
HCPC reg: PYL23708, MBPS
Other products you might like
Supporting Reading and Writing with Claro
Multi-sensory Toolkit Ideas on a Shoestring
Some Thoughts on Teaching Maths to Students who Find Maths Difficult – Steve Chinn
When is the right time to carry out a full diagnostic assessment for dyslexia?