Why is learning a foreign language often so hard for dyslexic learners? Part 1 — phonological processing
A specialist SEN teacher and parent of a dyslexic Year 7 MFL learner introduces a research-grounded series on dyslexia and foreign language learning.
The Double Empathy Problem and Implications for Teachers
In the next part of my series, I’m looking at what the Double Empathy Problem means in practice, day to day in a learning environment.
If we understand that communication breakdowns between autistic and non-autistic people are mutual (not the sole responsibility of the autistic student), how does that change our approach in the classroom?
How might our assumptions, expectations, and environments unintentionally create more disconnect, and what can we do to bridge the gap?
How might slow processing speed be identified in the classroom?
Here's the second installment of my series on processing speed. This post examines how we might spot slow processing in our students, and our own children.