Week 1: Wednesday 24th June

Did you enjoy the session you chose? Do you have comments?

Please complete an overall feedback form here

Please complete a feedback form for individual webinars here

If you prefer, please send your comments directly to admin@nadp-uk.org or to request an alternative format for the feedback form.

Video 1: Welcome and introduction
Brian Lutchmiah, Chair of NADP (5 minutes)

Video 2: Message from our president, Jess Thom, Tourettes’ Hero (5 minutes)

Webinar: the intersectionality of SpLD diagnosis and D&A’s support

Adam Hyland, Sadhbh O’Dwyer and Meghan Reed, Diversity & Ability

A student’s wellbeing is key to their academic success. Whilst a diagnostic assessment enables the student to access support, it can often have a negative damaging impact on their wellbeing and self-esteem. The presentation will discuss how reliance on psychometrics alone can have a negative impact on students and how a holistic, joined-up approach to celebrating diversity through goal setting, study skills and assistive technology, can turn the table! 

In particular, the presentation will focus on what a diagnostic assessment looks at but more importantly, what impacts it does not consider. The presentation will then move to look at how this can impact a student’s wellbeing before exploring how a holistic celebratory approach across services can turn the table to see diversity as an asset!  

Our celebratory approach will be demonstrated through our goal-setting method which enables the student’s voice to be listened to and acted upon to create a personalised learning dynamic. This type of study environment is important because it provides students with a strong sense of ownership – over not only their support and technology – but of the direction of their learning and ultimately their academic success. 

The presentation will hear from a diagnostic assessor, a D&A student and study skills tutor about their first-hand experiences of an integrated approach to learning. Our integrated approach demonstrates our inclusive person-centred approach. By combining an understanding of diagnostic assessments, AT and study skills in our pedagogy we embed an intersectionality of knowledge, AT and study support. This dynamic and personalised platform to learning enables learners to build self-confidence over their study which in-turn can improve wellbeing and retention without an over-reliance on the medical model alone.