- Positive Dyslexia Therapy
- Tuition & Support
- A Positive Dyslexia Mindset
- Positive Dyslexia / Neurodiversity Awareness Events
- Workplace Assessment, Consultation & Coaching / Strategy Sessions
- Free Advisory Appointments
- Vision and Dyslexia
Enquires: Ruth Gravelle (text/phone) 07919 405 501 – firstname.lastname@example.org
Chartered Educational Psychologists and Specialist Teachers can be recommended to carry out formal dyslexia assessments. Non-diagnostic assessments are also available.
Ruth Gravelle, Specialist Teacher (level 7), is your first point of contact if you are considering booking an assessment or support with one of the specialist associates of rightmind.life.
Dr. Anna McGee, Chartered Educational Psychologist providing assessments in Chelmsford and London.
Marilyn Smith, Specialist Teacher (level 7) assessing in Chelmsford and the Essex area.
Dr. Sue Warnock, Chartered Educational Psychologist providing assessments in Chelmsford, Cambridgeshire and the Midlands.
Anna Graham, Specialist Teacher (Level 7) assessing in Chelmsford
Sarah Culliford, Specialist Teacher (Level 7) teaching and assessing in Southend and Cranham.
Linda Edgell, Specialist Teacher (Level 7) assessing in Suffolk.
What is the difference between an Educational Psychologist and Specialist Teacher Assessment?
There is little difference between the two assessment types; both educational psychologists and specialist teachers use appropriate tests and provide a detailed report including recommendations. Educational psychologists do have access to some tests which are not available to teacher assessors; these have a higher number of sub-tests. Educational psychologist assessments are usually a little more expensive than specialist teacher assessments. In some instances an educational psychologist may be required to assess rather than a specialist teacher. This is usually known at the time of the assessment booking.
Diagnostic assessment with an educational psychologist: £520
Diagnostic assessment with a specialist teacher: £450
Literacy and maths skills assessment with a specialist teacher (non-diagnostic): £300
Key Stage 1 screening with a specialist teacher (non-diagnostic): £195
Fees are payable to the assessor in advance.
Positive Dyslexia Therapy
Very often people with dyslexia report a history of “toxic school experiences” (Nicholson, 2015). Positive Dyslexia Therapy enables young people and adults (14 +) to remove unhelpful emotions related to dyslexia. A solution focused approach, dyslexia awareness, counselling, meditation and mindfulness, hypnotherapy and EFT (Emotional Freedom Technique) techniques may be used as therapeutic methods. There are no guarantees, but you’re likely to feel heaps better after just one session! Therapy costs £45 per session ( 1 hour), and is held at Perception House in central Chelmsford (close to the mainline station – 35 minutes from London, Liverpool Street).
One-to-one multi-sensory tuition is available with dyslexia specialist teachers. We support children, young people, adults including university students and people at work, assisting you to:
- Identify personal strengths and find your best ways of learning/working
- Develop reading, spelling, memory and organisational skills
- Use technology which supports reading, writing, spelling, memory and organisational skills
- Make sense of the learning difference experienced
- Cope more easily at school, home, university, in the workplace and socially.
Tuition and support Fees
A one off appointment costs £50 per hour
Tuition fees for the term are £45 per hour, payable in advance of the first lesson.
Workplace coaching is usually £50ph. There may be an additional fee for travel.
Positive Dyslexia Therapy (14 years +): £65 a session (up to 1.5 hours)
A Positive Dyslexia Mindset
Dyslexic people have many strengths, but the diagram below (tes resources) provides a snapshot of the types of difficulties you may observe in dyslexic children.
Dyslexia needs to be taken seriously and managed carefully. The danger of children ‘failing to learn and learning to fail’ (Nicholson, 2015) makes safeguarding them from “toxic learning experiences” an absolute priority. We must quickly notice the children who are struggling and enable them.
Research shows that people with dyslexia “…have a unique brain structure and organisation, with some different brain strengths” (Eide and Eide, 2011). Many have excellent skills in visual thinking and visual technologies, and they have a highly creative potential (West, 1991/2009). Social, cognitive and work related strengths have also been identified, as well as a strength in unconventional thinking, which are, “…precisely the skills needed for individuals and organisations to flourish in the 21st Century” (Nicholson, 2015). We need to identify and nurture their strengths.
Assessment from the age of 7 years and a carefully developed Individual Learning Plan is recommended. We need to help people to become better at being dyslexic (Eide and Eide, 2011), to identify and remove dyslexia related stressors and to find skills and strategies that enable them. Multi-sensory teaching methods, Apps and exercises for ‘brain training’, breaking things down into small manageable chunks, support with homework, organisation, memory, reading, reducing weekly spellings and assisting children to find strategies can all help. Most of all, we need to help them recognised, celebrate and work with their strengths; the world needs people with different strengths.
“Dyslexic children of 5 years are not reading ready” (Nicholson 2015), and research has found that all children under 7 years old learn best through play, not just the dyslexic ones! Upstart (www.upstart.scot) is an organisation campaigning for all children in Scotland to delay formal education until the age of 7 years, with a statutory play-based ‘kindergarten stage’ in early years. Would you like to see this change in the UK too? “Childhood is not a race!” The under-sevens need “PLAY NOT TESTS” (Upstart)!
60 participants attended this event, which encouraged parents and teachers to: empower the learner; identify their learning differences; enable their strengths; recognise and remove stressors & build resilience; use multi-sensory methods; train the brain; consider nutrition; enable skills and strategies; enable children to believe in themselves. You can contact Ruth Gravelle to enquire about booking a similar course. Feedback included:
What was most Useful? “Thinking about relaxation and ways to alleviate stress.” Would you recommend this course? “Yes, to help people develop an understanding of dyslexia, the reasons behind it and ways to manage it and identify it.” – Mel Dale
Most useful: “Suggestions of approaches to help – books, games and keeping very positive, including removing stressors. Focus on how dyslexia can effect how a person feels about themselves and therefore how they approach life in and out of school. Excellent presentation with great knowledge and passion for the subjects.” – Joan Brown
Would you recommend this course? “Yes – highly important information – good at understanding children with dyslexia” – Tammy Phillips
Most Useful: “For me it was very helpful and I learnt a lot about dyslexia. The presentation materials were very well worked out” – Maria Kinzamora
Most useful: “Practical strategies to support and teach” Least useful: “Where some strategies were just mentioned.” Would you recommend this course? ” Yes. Very engaging, passionate and knowledgeable presenter.” – Anonymous.
Most useful: “Most of it.” Would you recommend this course to colleagues? ” Yes. To open their eyes” – Anonymous.
Workplace Assessment, Consultation, Coaching & Therapy
Even subtle difficulties with reading, writing, spelling, numbers, short-term memory, sequencing, visual orientation and sometimes speech can cause significant problems in the workplace. The ‘dyslexic’ person has to deal with his or her own frustrations and challenges, as well as other people’s lack of understanding, which often causes anxiety and other unpleasant emotions. They may have developed some unhelpful coping strategies, such as staying late at work or avoiding certain jobs, and they may experience increased levels of stress. A formal dyslexia assessment, followed by a workplace needs consultation, coaching and therapy if appropriate, helps both the employee and the employer to make necessary changes and move forward in the best ways.
Formal Assessment: It is recommended that employers offer formal assessment for staff who may experience dyslexia.
Confidential Workplace Consultation Report: Associates of rightmind.life provide Workplace Consultation Reports. The consultation process involves the completion of a questionnaire, and a workplace consultation with a dyslexia specialist. The specialist will meet with you and your employer separately and then together. We look at your job role and any difficulties you may have within that role due to your learning difference (such as difficulty to proof read and write emails). As with a dyslexia assessment, this often represents a significant turning point for the ‘dyslexic’ person, to be able to take control over their situation. A report including recommendations for reasonable adjustments is then produced. If you already have a formal assessment (dyslexia/dyspraxia), a workplace consultation report with rightmind.life costs £250. If you do not have a formal assessment, a workplace consultation report costs £325. There may be some additional expenses if you are located outside Chelmsford.
Workplace Coaching / Dyslexia Strategy Sessions may be one of the recommendations within your workplace consultation report/workplace needs assessment. The specialist coach works with the employee, following report recommendations to enable them to cope more easily with their learning difference at work. Coaching may involve enabling them to use voice recognition software and to develop spelling, writing and memory skills. Progress is measured by asking the employee and employer target related questions before, during and after the coaching. Coaching can help you; to take control over your situation, recognise and work with your strengths, perceive your learning difference in a positive way, be goal orientated, develop healthy coping skills and implement effective strategies. Coaching / strategy sessions cost £50ph, and there may be some additional expenses if you are located outside Chelmsford.
Free Advisory Appointments
rightmind.life offers free 30 Minute Advisory Appointments to parents and carers of children where dyslexia is known or suspected. Students over about 10 years old may also like to attend. Adults are welcome to book an advisory appointment for themselves.
The appointment will be with a specialist teacher who offers verbal advice and recommendations within the appointment time. Examples of recommendation could include: talking with the school SENDCo or GP, referral to a specialist optometrist, formal assessment for dyslexia, suggestions to support learning at home, specialist tuition and advice for coping in the workplace.
Advisory appointments are usually held at Perception House, 50b Duke Street, Chelmsford, Essex, CM1 1JA.
Please email: email@example.com , phone/text for 07919 405 501 to request an advisory session with a specialist teacher.
Vision and Dyslexia
Recommended opticians in Essex who specialise in vision and learning include:
- Professor Bruce Evans, Optometrist: www.cmt-optometrists.co.uk based at Shenfield, Brentwood
- Behavioural Optometrist: Dr Annette Grounds, Behavioural Optometrist: www.mstcentre.co.uk based at Colchester, where testing can also be carried out to identify retained primitive reflexes.
Letter to Dr Sue Warnock:
“…I just wanted to pass on our huge appreciation of helping us understand D and how best we can help him. We now have a framework through which to have structured and supportive conversations, rather than the lazy, immature perception that we’ve struggled with.
We can also now understand why D says “nobody believes me anymore” and he becomes extremely frustrated when he tries to explain why he can’t produce written work, follow instructions or do physical movements, despite seeming to be a capable and bright boy. It broke my heart when he got his year 4 report and he cried and said “mummy, it’s not very good but I don’t understand why, I have tried really hard”. Bless him …… this must be incredibly frustrating!
We are feeling positive that we can provide the support he needs and hopefully with techniques and coping mechanisms there are practical ways to improve his ability to convey his brightness in his school work and progress tests so will be in a better place for his upcoming 11+ common entrance exams later this year…”
– A Parent, January 2019
“Ruth has worked with my son who is diagnosed with dyslexia and was a reluctant reader and writer. Since working with Ruth he has blossomed into a learner who is engaged, curious and willing to give reading and writing his best shot. Although he still struggles to get his ideas written down he is much more confident in giving it a go and is able to see the benefits of doing so, which is fantastic to see. Ruth has also worked on improving his memory and recall skills and he is now confident in applying these techniques to all aspects of his learning.
Ruth has provided regular updates and always delivered well planned lessons with a great variety of resources. Ruth’s passion for making learning fun and meaningful has enabled my son to become an independent reader and writer.”
– Becky (Primary Teacher), 2018
“We do the letter arc, reading, spelling, memory games, computer work and drawing. The lessons are fun. Ruth is a very kind and good teacher.”
– Joseph, age 7, 2017
“Ruth has helped me to gain confidence and find practical solutions which have made a real difference, especially with coping at work…”
– Jack, Social Worker, 2017
“Ruth Gravelle has helped me to overcome aspects of my disability that in the past held me back in my education and employ-ability. The educational support and positive psychological input has helped me in the last 6 years to graduate from two universities, and has given me a positive outlook to living with dyslexia.
I am currently working full-time as a Counsellor at a hospice.”
– Graduate (DSA), 2015
During dyslexia awareness week 2-8 October 2017 rightmind.life provided an information display in the covered area just outside Chelmsford Central Library.
On 1 October 2017, Chelmsford Community Radio’s LIfe Matters show (104.4fm) discussed dyslexia. Ruth Gravelle interviewed Jared Bates and Marilyn Smith. You can listen to this show again here (link to follow).
We support The British Dyslexia Association theme of “Positive about Dyslexia”
Addressing the Strengths and Challenges of Dyslexia
Wednesday 7th November 2012 – Dyslexia Rooms Talk
Ruth Gravelle from Dyslexia Rooms returned to SNAP to give a talk on addressing the strengths and challenges of dyslexia. The talk included an overview of dyslexia, consideration of perception and the identification of the strengths and challenges, which children and young people with dyslexia face. Ruth offered support and guidance to parents and discussed a variety of strategies, which they can use to try and help their children.
“It has given me as a parent a better understanding of what my daughter is going through.”
“The talk gave me a better understanding of different ways dyslexia affects individuals and how to be more considerate towards their needs.”
“It was helpful in reminding me that there are so many strengths and that I should be focusing on them rather than the weaknesses and challenges.”