NEPS Primary Webinar Series Jan '24 - May '24 available to book TERM 2
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Term 2 |
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Understanding & Supporting Literacy Difficulties/Dyslexia
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January 17th Primary
3.30-5.00 |
Pauline Kerins, Eilis Wallace Chisholm, Fiona Clancy
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Based on the NEPS resource Supporting Pupils with Literacy Difficulties using the Continuum of Support (Primary), this webinar provides an overview of how schools can adopt a problem-solving approach to support pupils who experience difficulties with literacy, including pupils with dyslexia. Learning Outcomes include: · Develop an understanding of how to support pupils who experience literacy difficulties, including pupils with dyslexia, at the levels of Whole School and Classroom Support (for All), School Support (for Some) and School Support (Plus) for a Few. · Develop an understanding of how the problem-solving approach can be applied to the processes of identification, assessment, intervention, and monitoring of response to intervention, at each level of the Continuum of Support. · Provide information on evidence-informed approaches to supporting pupils with literacy difficulties, including pupils with dyslexia. |
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Introducing Trauma informed practice – the stress factor getting the balance right for School Leaders Webinar
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January 18th Primary
3.30 – 4.45 |
Orla Dunne Eileen Dwyer Orla Dunne Dwyer, Eileen |
This training focuses on a whole school and class approach to Trauma Informed practice. It explores stress and its impact on wellbeing learning and behaviour. It provides practical advice on how best to manage stress for all in the school community including children and young people with additional needs and those who have experienced trauma. Having completed this course school leaders will have gained an insight into: · how stress affects learning and wellbeing · the impact of adversity on the ability to tolerate stress · the impact of prolonged stress on health and wellbeing · recognising how stress may be expressed through behaviour · what school staff can do to identify, prevent and minimize possible sources of stress in the school environment · how school staff can support children and young people who have become dysregulated due to stress · the importance of recognising and managing their own sources of stress and that of staff School leaders will be given information on a new eLearning course which has been developed to allow for self-directed, self-paced learning for all staff. |
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A Balanced Approach to Literacy Development in the Early Years
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January 23rd PRIMARY
3.15-4.15
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Caitriona Martyn, Aoife O’Connor & Fiona Clancy
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This one-hour webinar is an information session which aims to signpost 'A Balanced Approach to Literacy Development in the Early Years'. 'A Balanced Approach to Literacy Development in the Early Years' is an on-line resource that draws on international research, evidence based practice and samples of that practice in Irish primary schools to give a coherent and comprehensive guide to teachers. It is also aligned with the new Primary Language Curriculum. The webinar is aimed at Primary school class teachers working with children from Junior Infants to First Class, Special Education Teachers and schools who have identified the need to improve reading standards as part of their SSE process. |
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Embracing Diversity Zoom Meeting 1 of 2
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January 23rd Primary
4.30-6.30 |
Michelle McCarthy, Aideen McGillicuddy, Joanne Frehill
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This training is offered over two, two-hour sessions and is an invitation to all to reflect on cultural diversity, our role in supporting it and why cultural diversity matters. The content includes looking at cultural and linguistic diversity in Ireland today, the reasons why it is important to promote inclusive education, key psychological constructs such as bias, stereotyping and intersectionality, inclusive language and examples of good practice in schools. As well as listening to presentations, attendees will be encouraged to engage in self-reflection and group activities to identify where they are in their attitudes and behaviours and practice. Key Learning Outcomes · Understand why inclusive practice is important · Understand how to promote inclusive practice · Be aware of underlying psychologists constructs and principles in this area Be able to identify key areas for an action plan using the Wellbeing Framework for Policy and Practice. |
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Reluctant School Attendance Webinar
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January 30th Primary
3.15-4.30 |
Dr. Michelle Waldron. Adele McConkey
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This one-hour webinar aims to provide information to post-primary schools on how to manage Reluctant School Attendance and School Avoidance Behaviour Reluctant attendance and school avoidance behaviour describes students’ reluctance to go to school, being late for school/absent from school regularly, or for long periods of time and partial absences. NEPS have developed guidance documents to support schools and parents. The webinar will orient attendees to these guidance documents for parents and schools and provide schools with information and best practice for schools in supporting students to attend and stay in school. |
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Embracing Diversity Zoom Meeting 2 of 2
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February 1st Primary
3.15-5.15 |
Michelle McCarthy, Aideen McGillicuddy, Joanne Frehill
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This training is offered over two, two-hour sessions and is an invitation to all to reflect on cultural diversity, our role in supporting it and why cultural diversity matters. The content includes looking at cultural and linguistic diversity in Ireland today, the reasons why it is important to promote inclusive education, key psychological constructs such as bias, stereotyping and intersectionality, inclusive language and examples of good practice in schools. As well as listening to presentations, attendees will be encouraged to engage in self-reflection and group activities to identify where they are in their attitudes and behaviours and practice. Key Learning Outcomes · Understand why inclusive practice is important · Understand how to promote inclusive practice · Be aware of underlying psychologists constructs and principles in this area Be able to identify key areas for an action plan using the Wellbeing Framework for Policy and Practice. |
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Understanding & Supporting Literacy Difficulties/Dyslexia
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February 20th Primary
3.15-4.45
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Pauline Kerins, Fiona Clancy, Eilis Wallace Chisholm
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Based on the NEPS resource Supporting Pupils with Literacy Difficulties using the Continuum of Support (Primary), this webinar provides an overview of how schools can adopt a problem-solving approach to support pupils who experience difficulties with literacy, including pupils with dyslexia. Learning Outcomes include: • Develop an understanding of how to support pupils who experience literacy difficulties, including pupils with dyslexia, at the levels of Whole School and Classroom Support (for All), School Support (for Some) and School Support (Plus) for a Few. • Develop an understanding of how the problem-solving approach can be applied to the processes of identification, assessment, intervention, and monitoring of response to intervention, at each level of the Continuum of Support. • Provide information on evidence-informed approaches to supporting pupils with literacy difficulties, including pupils with dyslexia. |
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Effective Interventions for Struggling Readers Session 1 of 3
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February 21st
4.00-5.00pm |
Caitriona Martyn, Aoife O’Connor & Fiona Clancy
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This three-part webinar series which aims to explore the NEPS document ‘Effective Interventions for Struggling Readers’ will describe the international research and focus on interventions and approaches used in recent successful Action Research Projects. These webinars are aimed at Primary, Post-Primary and Special Education Teachers. Session 1 focuses on Assessment, Session 2 focuses on the key elements of effective literacy instruction and organising for effective intervention and Session 3 focuses on evidence based interventions that have Irish and international research evidence to indicate their effectiveness. The learning outcomes include: · Developing a knowledge base of the latest research into effective interventions for struggling readers · Providing information about which interventions have been found to be effective in Irish schools · Developing skills and knowledge about literacy difficulties · Increasing understanding about how to use assessment to inform intervention |
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Effective Interventions for Struggling Readers Session 2 of 3
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February 28th
4.00-5.00pm |
Caitriona Martyn, Aoife O’Connor & Fiona Clancy
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This three-part webinar series which aims to explore the NEPS document ‘Effective Interventions for Struggling Readers’ will describe the international research and focus on interventions and approaches used in recent successful Action Research Projects. These webinars are aimed at Primary, Post-Primary and Special Education Teachers. Session 1 focuses on Assessment, Session 2 focuses on the key elements of effective literacy instruction and organising for effective intervention and Session 3 focuses on evidence based interventions that have Irish and international research evidence to indicate their effectiveness. The learning outcomes include: · Developing a knowledge base of the latest research into effective interventions for struggling readers · Providing information about which interventions have been found to be effective in Irish schools · Developing skills and knowledge about literacy difficulties Increasing understanding about how to use assessment to inform intervention |
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Supporting Ukraine Welcome to Our School Webinar
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February 29th Primary And Post Primary
4.30-5.30 |
Michelle McCarthy and Joanne Frehill
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This one hour webinar introduces how school staff (or individual teachers) that are new to, or reviewing how they support children and young people from Ukraine and other cultural and linguistically diverse backgrounds can address wellbeing needs. The webinar outlines how to adopt key psychosocial principles (the Hobfoll principles) that have been found to be effective at addressing wellbeing needs of those impacted by a traumatic event. Practical strategies to support the principles are shared with attendees. The last 15 minutes of the webinar is for Q &A Key Learning Outcome · Awareness of issues arising for children new to Ireland · Understand the Hobfoll principles · Know how to adopt key psychosocial principles (the Hobfoll principles) into practice in their school
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Effective Interventions for Struggling Readers Session 3 of 3
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March 6th
4.00-5.00pm |
Caitriona Martyn, Aoife O’Connor & Fiona Clancy
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This three-part webinar series which aims to explore the NEPS document ‘Effective Interventions for Struggling Readers’ will describe the international research and focus on interventions and approaches used in recent successful Action Research Projects. These webinars are aimed at Primary, Post-Primary and Special Education Teachers. Session 1 focuses on Assessment, Session 2 focuses on the key elements of effective literacy instruction and organising for effective intervention and Session 3 focuses on evidence based interventions that have Irish and international research evidence to indicate their effectiveness. The learning outcomes include: · Developing a knowledge base of the latest research into effective interventions for struggling readers · Providing information about which interventions have been found to be effective in Irish schools · Developing skills and knowledge about literacy difficulties Increasing understanding about how to use assessment to inform intervention |
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Course Details
| Course Start Date / Time | 17-01-2024 3:30 pm |
| Course End Date / Time | 22-05-2024 5:30 pm |
| Cut off date | 22-05-2024 |
| Capacity | 500 |
| Course Fee | ZERO |
| Location | Online |