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3235 Educators providing Courses delivered Online

Educational psychologyOnline
Dyslexia School Search

dyslexia school search

London

I think it is very important for clients to understand my background. I am first and foremost the mother of three children, one of whom, my daughter, is very dyslexic. I know from first-hand experience the pain, frustration and loneliness of being the parent of a bright child who is totally failing academically and for whom there is very little support from the teaching world. I was fortunate, in that I was working in the world of education when my daughter was diagnosed, and even more fortunate that one Headmaster out of many approached was “willing to have a go”. The final outcome for us was successful with a daughter gaining both GCSEs, A Levels and eventually after a huge amount of effort on her part a degree in the subject that she was determined to study. The outcome for other children with dyslexia and other SpLD needs is not always so successful. Having travelled extensively both in Europe, China, Korea, Japan, the Gulf States and Africa recruiting students for boarding in the United Kingdom, it has become apparent to me that although there are some exceptionally good international schools, many of them have limited resources to help children with dyslexia. For more information please look at the case studies page. Not only do they have limited resources in their learning support departments, often a fast turnaround in teachers, and importantly often the child’s stay in any one school is relatively short dependent on the parents posting, in addition the size of the school plays a significant role for children with SpLD needs. A dyslexic child often has issues of anxiety, and a large school with in many cases a school population in excess of 1000 students can have serious implications for these children. Children with dyslexia need more than most continuity of care and education, without it they are unlikely to thrive.

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Mugen Taiko Dojo

mugen taiko dojo

5.0(3)

Lanark

Mugen Taiko..... exploring the limitless possibilities of the taiko drum "Mugen" means limitless and "Mugenkyo" means limitless reverberation, expressing our belief that Taiko has no limitations, no musical or geographical boundaries; the reverberations of Taiko spread throughout the world. Mugenkyo's aim is to develop taiko drumming as a contemporary European performing art, both in its pure form, and in collaboration with other artists & disciplines.

Edpsyched

edpsyched

EdPsychEd brings together leading Psychologists to provide a range of highly engaging online courses which can improve the lives and outcomes for all children.

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Justice Academy

justice academy

Durham

The training was fantastic and really helped me to believe in myself. I felt so supported throughout and learned some really valuable skills. Thanks to this, I’m doing something I love with new opportunities everyday. Best thing I ever did!

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The Body Happy Organisation

the body happy organisation

London

The Body Happy Organisation is a social enterprise dedicated to promoting positive body image in children and young people. Through student workshops in schools, staff training CPD workshops, learning resources and peer support, we help schools - and all organisations that work with children and young people - create environments that nurture the body esteem of the kids in their care.  We're the only body image education organisation in the UK made up of a multi-disciplinary team of professionals, including educators, doctors, counsellors, nutritionists, dietitians, media professionals, health psychologists, body image researchers and weight inclusive fitness trainers. We have a rigorous impact measurement process and a high level of in-house accountability with a Board of Directors that includes a GP, a teacher, a project manager and our founder - author, campaigner and journalist Molly Forbes.  Our focus is on prevention and culture change, and we are currently working with The University of Lincoln to delve into the science behind our approach and framework.  Our framework consists of:  * CPD staff training workshops * Student Sessions workshops for children and young people  * Learning resources  * Peer support * Books and bespoke designed physical resources, including our signature affirmation activity card deck, stickers and posters We also have an Online Masterclass for parents, and run quarterly interactive webinars for parents and caregivers.  We can run in-person workshops in most parts of the UK. All of our facilitators are trained to deliver our programme and are highly experienced in running training and workshops with both staff and children and young people, and have specialist professional expertise and qualifications in body image / body image adjacent disciplines.  We have worked with many schools - in both the UK, Europe, US and Middle East. We have also worked with councils, eating disorder services, charities and sports organisations.  Find out more about us and how we can support you, via our website. We're looking forward to helping YOU to help the kids in your care be friends with their bodies! 

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Three Ways School

three ways school

Bath

Three Ways School is an Academy Trust, operating as a generic Community Special School. It opened in September 2007 on our existing site, prior to 2007 there were three separate Special Schools in Bath that amalgamated in September 2005. The school provides for 220 children with a wide range of Special Educational Needs. Three Ways is divided into 3 departments to enable curriculum delivery and expectations that are age appropriate to all pupils. Primary Department - 4yrs-11yrs Secondary Department - 11yrs-16yrs Sixth Form - 16yrs-19yrs The school is a Specialist School for Physical and Sensory.

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Mckeown Psychology Associates Ltd.

mckeown psychology associates ltd.

5.0(4)

Brighton

MPA Clinical and Educational Psychology for all mental health, neurodevelopmental and learning issues.

Nurturing Neurodiversity

nurturing neurodiversity

NAOMI AND HEIDI PROVIDE WEBINARS AND COURSES FOR FAMILIES AND PROFESSIONALS WORKING ALONGSIDE CHILDREN WITH ADDITIONAL NEEDS. THEY BRING TOGETHER THEIR PROFESSIONAL BACKGROUNDS IN CLINICAL PSYCHOLOGY AND EDUCATION WITH THEIR OWN LIFE EXPERIENCE TO OFFER COMPASSIONATE PROGRAMMES.  FIND OUT MORE HERE [https://www.youtube.com/watch?v=4F6brT_UmHQ] (OPENS VIDEO INTRODUCTION TO NAOMI AND HEIDI)

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Graduate School of Education

graduate school of education

0.0(35)

Exeter

The Research Ethics Association (REA) The Research Ethics Association (REA) brings together academia, industry and local organisations across all disciplines with the aim of opening up and applying cross-discipline research ethics, contributing to ethical practice and research. REA is led by a team of people across the South West of England and Wales consisting of academics, doctoral researchers, professional services and local and national organisations. Originally established as a conference, the REA was founded in 2020 by a team of volunteer academics from the South-West and Wales. The initiative was born out of the need to institutionalise an interdisciplinary response to ethical practice, beyond micro responses in the form of university committees and industry protocols. The REC2021 conference, which took place Online, was a massive success hosting over 400 attendees from across 53 countries worldwide. The interest academic, industry workers and government organisations showed in taking part in this conversation heightened us on the urgency of continuing this project on a biannual basis, establishing ourselves as an association (processes still in place). We want to encourage academics, industry staff and government employees to be part of the conversation, innovating, exploring and breaking down boundaries that surround and stiffen our perception of ethics, ethical research, and ethical practice.

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Codebrave Foundation

codebrave foundation

In 2018, CodeBrave’s co-founders, Clem and Steven, were volunteering at a shelter for homeless youth in Lebanon. Many of these young people ended up back on the streets when they left the shelter, becoming trapped in a cycle of poverty and exploitation. When one of the boys asked to learn coding, it sparked an idea. Steven and Clem realised that tech education could give these young people the skills, confidence, and opportunities to access jobs of the future. They set up coding and robotics classes in the shelter – and the students loved it!

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