This one 1 hour webinar will relate to the work that Deborah has undertaken in relation to exploring the best methods of teaching students who present with learning difficulties and in particular dyslexia.

The areas that will be covered are as follows:-

1. What is dyslexia and what a music score looks like when viewed by a dyslexic music student
2. A brief overview of the up to date research regarding the 3 main reasons that it is believed that dyslexia occurs.
3. How to recognise the signs that a student may have dyslexia. How to open up a conversation to potentially discuss this not only with the student but also with the parents/Guardians.
4. The necessity of a multi-sensory approach and tried and tested methods as a result of my research and research undertaken by other academics.
5. Teaching in the 21^st Century and the use of assistive technology.

All sessions are recorded and will be sent out to all registered participants.

Deborah been a professional singer for over 30 years and a singing teacher for over 20 years.  Her students range from age 6 to 88 and are of mixed ability.    She does not accept that there are people who cannot sing and engage in music should they wish to, due, to learning disabilities.  Nor does she accept that students with learning difficulties should be limited by fear of undertaking music exams if they wish to pursue a career in music through the traditional route.   Though she thoroughly enjoys working with students with innate musical ability she equally enjoys working with students with learning disabilities  who struggle:-

• to understand the physiology and anatomy of their voices
• to apply techniques which will enhance their voice
• to read, write and interpret music.

She believes in the power of music and its ability to assist people to enhance and regain memory and assist with physical co-ordination and mental well-being.  She has been involved in teaching students with learning disabilities/auto immune diseases for many years and specializes in teaching students with dyslexia and auditory processing disorders. She has tested anecdotal evidence regarding the most effective multi-sensory aids and methods to use when teaching dyslexic students to include those with auditory processing issues.  Further she has developed her own aids and exercises based on the specific needs of her students.  By combining the tried and tested methods with the aids that she has developed she has found that teaching  her dyslexic students has resulted in permanent and more rapid improvement of their performing skills and theoretical knowledge of music.

She has now written a book incorporating details of how to:-

• assess whether a student has dyslexia etc
• assist them to get a proper diagnosis.
• teach dyslexic music students using multi-sensory aids and methods.

Further the book provides within it accessible aids and methods which can be used there and then with students.