Patoss Nottinghamshire Events
sign outside venue
Patoss Nottinghamshire organise at least one event with a speaker (or other relevant focus) each term.  Our affordable lectures provide valuable informal CPD for a broad range of professionals, such as assessors, teachers, teaching assistants, speech or occupational therapists.

If some of the people whom you teach or otherwise support may have specific learning differences, our events are for you. You can attend either as a member or a visitor. 

Spring 2020

A lecture is being planned.
Details will follow as available.

Summer 2020

The summer lecture will be delivered by Pete Jarrett on the subject of
Dyscalculia Assessment
It will take place on Wednesday 8 July at 7 pm. 
The Venue will be Bluecoat Academy, Aspley, Nottingham.

Further details will follow later.

Autumn 2019 Lecture

Our autumn lecture was delivered by Professor Rod Nicolson of Edge Hill University.  His topic was:

Positive Dyslexia:Implications for Assessment and Support

Our Autumn CPD training event consisted of a superb lecture delivered by Rod Nicholson, a research psychologist working in the area of human learning and neural plasticity. He has many years of experience researching dyslexia and, with Dr Angela Fawcett, developed the widely used dyslexia screening tests (covering all ages) which many professionals will be familiar with.

His lecture was very well delivered and included a visual presentation. He punctured it with humour and invited us to ask questions and comment throughout. The talk was divided into three parts:

·       the ‘sunny’ side: positive dyslexia

·       the ‘dark’ side: why do dyslexic children fail?

·       the ‘how’ side: Dyslexia360°

Part one covered the positive aspects of dyslexia for the individual in terms of their ability to learn, view the world, and interact with others in a more unconventional way than our educational system is designed to accommodate. Rod refers to this as ‘Talent Diversity’ and suggested that we need to ‘re-brand’ dyslexia and finally refrain from holding the view that it is a problem to be ‘fixed’.

He went on to explain the positive benefits the dyslexic’s style of learning has on society, mainly due to the often innovative, creative and intuitive skills dyslexic people have. Successful dyslexics (examples given) working in areas such as the arts, sports and business are all evidence of this. A section about ‘Positive Psychology’ (Seligman and Peterson 1998), supported this theory and set it into the context of personal strengths and virtues.

Part two of the talk focused on the reasons why children fail at school and the ‘toxic’ cycle of despair which too often occurs, ceating a ‘mental abscess’. Rod described stress and learning as totally inter-linked: learning (for  dyslexics) cannot take place if stress, caused by shame, shifts our processing to the procedural system at the expense of the declarative system. Rod was eager to explain that cognitive factor is one factor for reading disability, but the shame factor is as prevalent. 

In part three of the lecture, Rod referred to his theory of Dyslexia360° answers and actions. He explained how we can restore hope and resilience through Growth Mindset. This section touched on the work of Dwek 1988 and Yeager et al 2019, whose research looks at intelligence as fluid rather than fixed. This offers a possible solution, reversing the ‘learned helplessness’ which can develop in dyslexic children and, sadly, continue into adulthood.

Rod explained that we need a 360° assessment which takes the stress factor into account as well as the standard cognitive and school attainment factors.

Finally, Rod proposed that we, as a society, can and must change attitudes to dyslexic learners and stated that ‘once dyslexia is rebranded as a ‘must have’ 21st century talent, our entire educational system will have to adapt!’

We live in hope.

Our thanks to Trent College, Long Eaton, for generously hosting this event.

Past Speakers

Speakers over the last few years have included some eminent people in the field (such as Angela Fawcett, Lindsay Peer, John Stein, Joel Talcott and Neil Mackay and Rod Nicolson).

Subjects addressed have covered a range of both theoretical and practical topics, including:  

  • Technological support for dyslexia.
  • Phonology and dyslexia.
  • History of the teaching of reading.
  • Neurological accounts of Specific Learning Difficulty.
  • Co-morbidity and inter-relations between SpLDs.
  • Tourette's Syndrome.
  • Specific difficulty with numeracy.
  • Autism: aetiology and research roundup.
  • iPads supporting learning difficulty. 
  • Visual Stress and Dyslexia.
  • Stress, Anxiety and Specific Learning Difficulty.
  • Deafness and co-occurring SpLDs.   
  • Mindfulness and SpLD.
  • Dyslexia, Language and Social Communication.
  • Coaching and mentoring.
  • Developmental Coordination Disorder.
  • Working memory.
  • Dyscalculia.
  • Pragmatic teaching strategies for dyslexia friendly schools.
  • Handwriting difficulty.
  • 'Gadgets and Gizmos': the latest on productivity tools.
  • Specific learning difficulty and mental health.
  • Understanding barriers to success with mathematics.
  • Experience and insights from an adult with severe autism.
  • Brain function, learning and behaviour.
  • Positive Dyslexia.