Online SEND and Teacher CPD courses
Cognition and Learning
Attention Deficit Hyperactivity Disorder
Recognise signs of ADHD, and learn how to adapt classroom practice to help these CYP thrive.
Dyslexia and Significant Difficulties in Reading
Understand the concept of dyslexia, the challenges faced by this group and how they can be overcome.
Learning Strategies
Enhance your knowledge of learning theories and how to translate theory into inclusive classroom practice.
Mental Health and Wellbeing
Attachment and Trauma
Find out about the impact of childhood trauma on relationships with parents / carers and progress in school, and trauma informed practice.
Understanding and Supporting Behaviour
Managing behaviour is a challenge for all staff. Learn how to support, respond and reduce behavioural events.
Autism
Autism
Distinguish autism from other difficulties and find out how to adapt classroom practice to meet the need of this group.
Communication
Speech, Language and Communication Needs
Understand how speech and language difficulties can impact key curriculum areas and social inclusion.
Physical Needs
Deafness
Understand the causes of deafness and identify best practice for supporting deaf learners.
Deafness (Further Education)
Comprehend the challenges faced by the deaf. Know how to monitor and adapt the learning environment to meet their needs.
Dyspraxia and Motor Coordination Difficulties
Understand how motor coordination difficulties impact learning and social behaviour, and how best to help them.
Multi-Sensory Impairment
The causes, implications, and strategies involved when working with learners with multi-sensory impairment.
Vision Impairment
See the world through the eyes of learners with vision impairment, and identify best practice for supporting them.
Vision Impairment (Further Education)
Comprehend how a learner with a vision impairment can be accommodated and supported in a more adult learning environment.
Our courses are developed in partnership with SEND specialists and leading institutions to reflect current evidence-based practice. They provide a secure knowledge of the graduated approach, an understanding of assessment checklists and techniques, a toolkit of interventions to differentiate learning, and a support plan to differentiate and personalise learning.
Testimonials
“The training was very informative. Whilst lots of information was shared it was presented in a very user-friendly way - with lots of visuals, recaps and small quizzes. I particularly enjoyed watching the case studies and where the children detailed lots of ways in which staff both hinder and help them. The fact that training was online and with no time constraints meant that it has been easy for me to dip in and out. The fact that you can scroll back to previous sections was useful especially if there was a long break between training sessions. The course tutor introduced herself at the beginning and made sure we could communicate to her if any problems or questions arose. She also made sure to check in regularly by sending emails and responded quickly to myself and colleagues who at first struggled to answer some questions with regards to our role, she amended the questions and detailed more forum topics which made contributing easier. I look forward to undertaking similar training on a variety of topics.
“Firstly, would like to say thank you for this course. learning different strategies & good teaching practice to help in classroom for those children who have learning difficulties. Great knowledge!
“Before this course I had little to no understanding of deafness and the impacts it has on children and adults. However, after completing the course, I now feel very confident when it comes to identifying the needs of a deaf child and can implement appropriate strategies in order to support them in different areas of needs and in different environments. The different case studies have given me a good understanding of the feelings and views of deaf individuals and have expressed the importance of including those within planning and reflective activities.
“It has made me think more about how as a team in the class we could help individual pupils progress.
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