Liz Rosenfield

One Editorial Blog

Liz was a Learning Support Teacher at the King’s School, Macclesfield up to joining One Education, working with pupils with a variety of Special Needs.

Whilst part-time at King’s she was also a Dyslexia Tutor and Assessor at Mid-Cheshire College. She has diagnosed dyslexia in many students and planned intervention programs and worked alongside learning support staff. She taught at Ramillies School, Cheadle as a Literacy and Study Skills Teacher and has also been working with a University Student (home based student) with Aspergers and Dyspraxia, helping her to complete her Diploma in Archaeology.

For many years Liz taught in special schools in Cheshire and the North West, teaching children with multiple learning difficulties and disabilities across the age ranges.

Since joining One Education Liz has taken part in delivering the DASL (Dyslexia Assessment and Supervision) Program to several junior schools in the Manchester Area which includes delivering training to TA’s and includes twilight training for teachers.

Liz has chosen to look into Maths and Dyslexia (Dyscalculia) due to her own dyslexia and a lifetime of being terrified of Maths. Research into this area is still very new and ongoing but answers many questions about whether ‘mathslexia’ is a real thing. And it is! Alongside the genuine condition of Maths ‘anxiety.’  

Liz says that when she was at school, dyslexia was unheard of and that she always thought she was ‘different’ from her friends, unable to understand why she found writing so hard when her head was full of interesting words and she was so scared of Maths she would do anything to avoid the subject and doodled horses all over her maths books. Which didn't really help! But this experience does give her a natural empathy with her students.

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Liz Rosenfield has written 1 post

Dyslexia

Recognising Learning Differences

By Liz Rosenfield on

During the primary nurturing years, it is parents, carers and the child’s teachers who will recognise that a child has a ‘learning difference’ after which the experts are brought in to assist with finding out what can be done to help.

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