About Me
My Background
Juliette Winser PPM, ADG, SpLD APC
I am a fully qualified Specialist Dyslexia Teacher Assessor with over 13 years working in educational settings within all age groups. I am a professional member of PATOSS as well as Dyslexia Guild.
This allows me to carry out diagnostic assessments for dyslexia, assess for Exam Access Arrangements as well as provide tailor made multi sensory lessons to support students with dyslexia.
I also am trained to use Brain gym and Kinesiology which is beneficial especially when working with emotional or behavioural challenges which can often be present when there is a learning difficulty.
My skills set is designed to help children, young learners and adults move from surviving to thriving.
What I do
Diagnostic Assessments:
Are designed to:
Identify if dyslexia is presented within the students profile,
identify specific areas of strength which can help them focus on specific strategies while learning,
to identify areas of weaknesses where targeted support may be beneficial,
as well as make specific recommendations to support the student.
Multi sensory literacy lessons:
A tailor made lesson designed to focus on the specific areas that need support such as
reading - phonological and decoding skills,
spelling, writing and comprehension skills together with organisational and sequential skills.
Brain Mind Balances:
Balancing the emotions and building positive thought processes through a series of sequences and movements this stimulates the development of new more efficient neuro-pathways that promote greater well being, balance the communication between both brain hemispheres and between the brain and the body.
Testimonials
“Brain Gym has helped me a lot to have a fresh mind for my school work and I also feel much calmer before my exams.” Luke, year 8.
“Only after one session I feel much happier and relaxed”. Harry G, year 3
After only three sessions I noticed my daughter who is dyslexic, and struggled with reading and spelling showing remarkable changes in her reading, spelling, attitude and confidence towards her learning. HG, parent of Year 5 student.
“During a spelling test, I used to get none of my spellings right and now I’m getting 7 correct, my teacher is very pleased with me” NK, year 6.
Following one intervention session my students decoding (reading) skills were tested before and after the intervention. The post reading test showed an amazing improvement by 54%.
A four-year-old girl was having some challenges with communication and interaction with her younger sister and got easily frustrated. She had three sessions over a three-month period and positive changes were evident. “She is now communicating more effectively with her sister and is much more co-operative with others too” HW, KG 1 parent.
A two-year-old was very clingy and was unable to be alone or play alone without mum in the same room. After three sessions mum noticed that she is much more content and is able to play independently. HGW.
Ethan used to be embarrassed about his writing and was falling behind in all of his work. After your help he's now a different child. He used to only write a few lines and now hes writing paragraph's. He has gone up two levels in reading. your patience and knowledge helped my son son much I am forever indebted to you.
SPH, parent year 2 student.
Services
Consultation packages
We offer a variety of different packages tailored to suit your specific needs.
In school Specialist support
One on one support within your child's school may be possible allowing greater collaboration with the teachers and no additional lesson time outside of the busy school day.
I'm looking for more information ON?
Multi sensory teaching which first Identifies the gaps in learning.
Multi sensory teaching which first Identifies the gaps in learning.
Multi sensory teaching which first Identifies the gaps in learning.
Many times children who are struggling have often missed chunks of their learning or do not ever remember learning it in the first place. They often have challenges with their long term memory either retaining and/or recalling the information and his poses a problem. Without solid foundations in the basic skills of literacy it is much m
Many times children who are struggling have often missed chunks of their learning or do not ever remember learning it in the first place. They often have challenges with their long term memory either retaining and/or recalling the information and his poses a problem. Without solid foundations in the basic skills of literacy it is much more difficult to build more complex literacy skills and the gap increases every year. Once the gaps have been identified they can be addressed with the aim of helping and supporting the individual to improve their literacy skills and begin to achieve their year group learning expectations.
Diagnostic Assessments
Multi sensory teaching which first Identifies the gaps in learning.
Multi sensory teaching which first Identifies the gaps in learning.
The first step to moving forward with a full diagnostic assessment is to complete a series of detailed questionnaires.
This allows the assessor to ensure that all the necessary background information has been gathered and a full assessment can take place.
This would include a questionnaire that would go to your child's school or educational
The first step to moving forward with a full diagnostic assessment is to complete a series of detailed questionnaires.
This allows the assessor to ensure that all the necessary background information has been gathered and a full assessment can take place.
This would include a questionnaire that would go to your child's school or educational centre for your teacher or tutor to complete.
Once all the paperwork has been completed and received, then an appointment for the assessment can be made.
Completion of the report and feedback time varies but the aim is to complete this within one month of the assessment date where ever possible.
What is Brain Gym?
Multi sensory teaching which first Identifies the gaps in learning.
What is Brain Gym?
Brain gym is a
series of techniques using specific guided movements to enhance the brain to body communication networks. It can support improvements in language, behaviour, emotions, learning, memory and processing skills. It can be used in a group or individually and children find it greatly beneficial - and they love it!