I specialise in supporting schools to help all their learners overcome literacy difficulties, and especially teaching learners with dyslexia and with other SpLDs.
I offer training for whole staff teams, targeted groups such as TAs and LSAs. Or individual consultancies. I can devise bespoke training for your individual needs and personnel.
Please don’t hesitate to contact me for a no obligations discussion of your training requirements.
Best wishes Mark Sherin
Mark Sherin BSc (Hons), PGCE, Dip SpLD, AMBDA
Member of the Expert Advisory Group for Sir Jim Rose’ Independent Report To the Secretary of State of the Children, Schools and Families (June 2009 ) ‘ Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties’
Teaching Awards Winner 2007- Distinction in SEN teacher category London final.
Currently lecturing on an OCR L5 course and managing Lyndhurst Dyslexia Centre and teaching in Lyndhurst Primary School as a specialist teacher.
Distinction from Edge Hill University Teaching and Assessing Learner with Dyscalculia 2016
Other relevant experience:-
I am a current practitioner engaged with teaching and assessing learners with Dyslexia/SpLD.
l have experience of Speaking at National Dyslexia Conferences.
I have contributed to professional journals and publications.
I have been part of Department of Education working parties.
The Rose Report on Dyslexia was launched from Lyndhurst Dyslexia Centre as recognition of our contribution to the field.
Our contributions to the “No to Failure” Final Report 2009 (The Dyslexia-SPLD Trust) are acknowledged in the final report.
One of the main benefits she gained by working with the team at the Dyslexia centre is confidence and understanding. After her assessment and a few sessions her confidence soared: she realised that she was clever, capable and had a different way of learning.Parent testimonial
She began working with the centre regularly from year 4 and quickly learned strategies for learning. She enjoyed using the various computer packages, which helped to re-enforce her sessions, and went back to the beginning with phonics and spellings that were based on strategies rather than lists of words. Most of all she gained a very positive, can-do attitude and a belief that nothing can hold her back.