Why this matters to me
My commitment to working with dyslexic children stems from my own experience of growing up with dyslexia, struggling to feel supported by mainstream education, and finding creative ways to flourish. As a child I experienced the frustration of not being able to do what came naturally to so many children, despite all my efforts and the best efforts of many supportive adults around me. As an adult I still negotiate my dyslexia every day. This has given me a unique vantage point as a Dyslexia Consultant. I understand both the intellectual and emotional aspects. I care deeply about improving the support for students with dyslexia and ensuring that that process is fun, engaging and validating but most of all, highly effective.
First Class Degree in Psychology from Bristol University (BSc Hons)
Teaching Qualification from University of the West of England (PGCE)
Masters in Education (M.ed)
Associate Member of the British Dyslexia Association (AMBDA)
Member of the Professional Association for Teachers and Assessors of Students with Specific Learning Difficulties (SpLD) (Patoss)
I originally qualified as a teacher in the UK, and taught in UK mainstream and international primary schools across the key stages. I then specialized in literacy development, and became a Specialist Dyslexia Teacher working with children and adolescents. I provided staff training and mentoring in UK and international schools where I developed whole-school phonics and literacy intervention programmes. I currently provide assessment, intervention programs and staff training as an Independent Consultant. My focus is early identification and intervention in the primary years.
Ethos and Approach
Every child with dyslexia is unique and therefore successful remediation work will always begin with an analysis of their specific pattern of strengths and weaknesses. However, there are some things that are true for all children - they will learn best when they are having fun and feeling positive. They will remember more when rich memories are created, involving them in ways that they find engaging, including imagery, sound, stories and gesture. Finally, they all need to learn exactly the same thing- how to read and write.
I have always been interested in dyslexia and dyslexia research. As I studied it became increasingly clear that there was a gulf between the research into how children with dyslexia learn best, and how they are taught in schools. The Synesthetic System closes this gap.
Synesthetic Learning radically changes how we support children with dyslexia and other literacy difficulties. This makes the process of teaching children with dyslexia much more effective and fun.