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Literacy and Comprehension is vital in all subject areas. From reading the questions in exams to accessing the content provided in class, every student needs to understand specific language and vocabulary in each subject area.

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"How powerful would the world be where a child is not afraid to take risks?'

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Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

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It is estimated that dyslexia affects 1 in 10 people. That is possibly 3 per class yet so many are undiagnosed. Everyone with dyslexia is different but there is a commonality of difficulties with reading, spelling, and writing and related cognitive/processing difficulties. Dyslexia is not a general difficulty with learning, it impacts specific skill areas.

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It is often assumed that numeracy and maths are the same concept. Most subject areas have very little maths elements but all subjects can benefit from improved numeracy.
"Numeracy is not limited to the ability to use numbers, to add, subtract, multiply and divide. Numeracy encompasses the ability to use mathematical understanding and skills to solve problems and meet the demands of day-to-day living in complex social settings. To have this ability, a young person needs to be able to think and communicate quantitatively, to make sense of data, to have a spatial awareness, to understand patterns and sequences, and to recognise situations where mathematical reasoning can be applied to solve problems" LITERACY AND NUMERACY FOR LEARNING AND LIFE. The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020

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This is a super document that helps with challenging those students with exceptional abilities.

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These will gradually be available in templates in OneNote. There are amazing templates and graphics organisers that can use for summarising, homework exercises, in class exercises while watching videos, listening to audio and so much more.

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Differentiation In Action - Practical Strategies for including students with SEN in the mainstream classroom from SESS on Vimeo.

Differentiation Template [Word - 104KB] ( A template to assist teachers when differentiating individual lessions)

Teaching Strategies Checklist [MS Word] A checklist for teachers to reflect on the teaching strategies they employ

Monitoring and Supporting on Task Work [PDF - 96KB] Explanations of strategies teachers can consider in relation to monitoring and supporting on-task work

Effective Teaching Strategies Checklist [PDF - 75KB] A brief list of strategies for teachers to consider in relation to the learning and teaching of pupils with behavioural difficulties

Learning Styles Questionnaire [MS Word] / Ceistneoir le Stil Foghlama a Aithint This tick-box questionnaire helps pupils discover their preferred learning style

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Differentiation In Action - Practical Strategies for including students with SEN in the mainstream classroom from SESS on Vimeo.

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This page has an enormous amount of ideas for behaviour management. There are loads of simple, easy to establish routines in classrooms that give clarity and structure to lessons.

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This resource pack was developed to support schools in responding to behaviours that challenge. The NCSE has presented this in a word format so that schools can edit it to meet the needs of the students they are supporting across the continuum of support.

A-B-C Monitoring Form [PDF - 40 KB] Example of an A-B-C (Antecedent, Behaviour, Consequence) Monitoring Form. The A-B-C Moniforing Form can be used to track and analyze behaviours in order to devise new ways to approach and respond to them.
Behaviour Resource Bank
This Behaviour Resource Bank is a compilation of SESS Advice Sheets which present some of the many strategies that may assist schools to meet the needs of pupils who display challenging behaviour related to special educational needs. The material covers both the preventative and management aspects of dealing with challenging behaviour and can be adapted to suit particular situations. This material may not be universally applicable or may not have universal appeal. Rather it is an initial attempt to provide schools with concrete support that may be of use to staff in their efforts to work with all pupils, and particularly those who display challenging behaviour. It is neither prescriptive nor all-encompassing; it is likely that many strategies, skills and approaches that work are not included here and it is also possible that different approaches to what is suggested here are also effective. School personnel may have to adapt it to suit their own particular situations and needs, which will vary according to the age and ability of pupils and particular circumstances that may prevail in any given class. Schools and school personnel may also consider adding their own material to the Resource Bank of ideas that they have found effective in the prevention and management of challenging The strategies in the Resource Bank supplement advice provided in SESS In-School Seminars.

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This resource pack was developed to support schools in responding to behaviours that challenge. The NCSE has presented this in a word format so that schools can edit it to meet the needs of the students they are supporting across the continuum of support.

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General Advice

Teachers need to be well informed about dyslexia given that on average there will be at least three students in each classroom who have dyslexia. All teachers are responsible for catering for the diverse learning needs of their students.

Understanding and empathy will help teachers to make their classroom more inclusive. Dyslexia affects everyone differently, so don't hesitate to ask each student, and their parents, what you can do to help.

Class/Subject Teacher

The first line of support for a student with dyslexia is the class teacher. The class teacher or subject teacher has an essential role to play in being aware and considerate of each student's strengths and weaknesses. Even if students attend learning support, they still spend the majority of their school week in the general classroom.

Classroom and subject teachers are expected to differentiate their teaching to accommodate the varying needs of the pupils in their classroom. Reasonable accommodations in the classroom can also be negotiated, for example a reduced number of spellings to be learned, or advance notice of reading passages.

Teachers also need to be aware of the individual profiles and specific needs of each student with dyslexia in their class, as each child will be different.

Training & Development

Teachers wishing to learn more may want to do a course on dyslexia, such as one of the Teachers' Courses run by DAI. Tickets for upcoming courses are available at: https://www.tickettailor.com/events/dyslexiaireland/.

Schools are also encouraged to avail of whole-school in-service training provided by the NCSE, the National Council for Special Education (www.ncse.ie), and to avail of CPD in their local Teacher Education Centre.

For those seeking more in-depth training, DCU now offer a Masters in SLD/Dyslexia.

Resources

NCSE Resources for teachers: www.ncse.ie/teacher-resources

NEPS Resources for teachers and schools: https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/Resources-Publications.html

The Factsheets for Teachers on Dyslexia at Second Level contain a wealth of relevant information and advice. The complete set of Factsheets is downloadable here: https://dyslexiacourses.ie/images/downloads/factsheets1to18.pdf

General Advice Continued

Be as understanding as possible.

A structured, multi-sensory programme should be used to teach reading and spelling.

Multi-sensory learning techniques should be used whenever possible, which involves using visual, aural, oral and kinaesthetic senses. The classroom should be interactive and involve lots of discussion, and opportunities for active learning.

Avoid asking a pupil with dyslexia to read aloud in front of the class. However, if you really need to get the pupil to read, discreetly let them know the previous day what section they will be asked to read so they can prepare it.

Make learning achievable! Don't give a dyslexic student a long list of words to learn every week. Give them a short list of words from a word family, e.g. boil, coil, and spoil.

If giving students sequential information to learn off, be understanding. Some pupils with dyslexia find rote learning very challenging.

Remember that over-learning is essential. You can never assume that the pupil will remember a topic covered only once or twice. Build in lots of opportunities for repetition and consolidation of knowledge.

Take time to correct written work and focus on content rather than presentation. Do not correct every error, but instead concentrate on a small number of errors and set manageable targets.

Don't ask a dyslexic student to copy out corrections/mis-spellings. This will be of no use.

Some students will need to use a computer.

Note-taking can be difficult, so provide worksheets or arrange for notes to be photocopied. Avoid tasks where students are asked to copy from the blackboard, including homework assignments.

Any worksheets given should be carefully presented, with large clear text, bold headings and diagrams to aid visual learning.

Ask the pupil to repeat back instructions given. This can be a useful memory aid. Instructions given should be clear and concise. It can also be useful to ask students to summarise what has been learnt at the end of the class.

Careful consideration needs to be given to lesson planning to ensure that the interest level is high, but the literacy levels are adapted to suit the students' needs. Differentiated teaching is very important (must, should, could): first the basics, what every student must know; then what they should know to get a good grade; and finally, what they could know if they are aiming for a high grade.

The student with dyslexia should sit near the teacher, so that the teacher can monitor progress and be available to provide any necessary assistance.

Never compare the work of a student with dyslexia to the rest of the class or a sibling. The work presented will often not be indicative of the effort put into producing it. Ability should not be judged solely on written answers, but on oral, recorded, computer and project work.

If the student is likely to receive reasonable accommodations in state exams, then allow the same accommodations for homework, end-of-term and mock exams.

Rewarding effort is as important as rewarding accuracy. Students with dyslexia can become very disheartened if their effort is not acknowledged.

Encourage students to build up their stronger abilities in sports, technology, drama, science, maths, etc. This is an important way to build self-esteem.

Work closely with parents. They are a valuable source of help and information.

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How Teachers Can Help | Dyslexia Ireland

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Teachers need to be well informed about dyslexia given that on average there will be at least three students in each classroom who have dyslexia. All teachers are responsible for catering for the diverse learning needs of their students. Understanding and empathy will help teachers to make their classroom more inclusive.

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These are great templates for summarising content that students need to read.

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Consistency is important for students and this whole school initiative is to promote correct graphing in all subjects.

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This is a super website that simplifies words and sentences for easier comprehension. It is a fantastic resource to show to students so that they can independently make content more accessible to them.

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Numeracy Ninjas is a free Key Stage 3 numeracy intervention designed to fill gaps in students' basic mental calculation strategies and also to empower them with the numeracy skills and fluency required to fully access GCSE Maths concepts when they move to Key Stage 4 study.

Furthermore, through growth mindsets and the promotion of regular practice, we want to ensure students' perception of maths is positive and one in which they take pride and enjoyment.

Numeracy Ninjas is a project driven by the belief that all students can leave school functionally numerate. We aim to put the right resources into the hands of talented maths teachers, completely for free, in order to make this happen.

For too long, a levels-based culture focused on 'rapid and sustained progress' has only rewarded maths teachers for teaching students content at levels higher than their current test level. Teachers are typically not incentivised to fill gaps in students' basic lower-level numeracy skills. This is a great frustration to many maths teachers who know regular numeracy strategies practise should be part of all students' maths lessons.
This systemic problem has to change.
Students who are confident and fluent in the numeracy foundations of maths are better equipped to thrive when they learn the higher-level concepts.

We believe Numeracy Ninjas can play an important role in preventing any gaps students have in their basic numeracy strategies from becoming barriers to their learning.

And, they have gaps... Even the higher-attaining students. Click 'learn more' to see some surprising results when we diagnostically tested the numeracy skills of a whole year 7 cohort.

Numeracy Ninjas is a whole-school numeracy intervention run in Key Stage 3 maths lessons.

In each lesson students complete a 5 minute skills test which includes: 10 questions on mental numeracy calculation strategies, 10 timestables questions and 10 questions on key topics that must be mastered before studying GCSE Maths.

The tests are marked in class by students who record their Ninja Score out of 30. This corresponds to a particular colour Ninja Belt.

Only a Ninja Score of 30 will earn students the coveted Black Ninja Belt!

Teachers then discuss key mental numeracy strategies related to the questions with the class, before carrying on with their teaching of new learning material.

This little-and-often approach, in combination with a research-informed rota, which systematically plans the revisiting of skills, ensures students' improved numeracy skills and fluency are retained over time.

Numeracy Ninjas will always be a free product for schools to use and comes complete with the 5 minute skill books; full promotional material to support the delivery of the intervention including posters and certificates; and additional student activities for those students who need a little more support.

Should you like to celebrate students' success even further, optional Numeracy Ninjas branded merchandise for use as prizes can be purchased from our online shop.

Step 1- Let us know you're becoming a Ninja school

The Numeracy Ninjas project will evolve and grow over time. We want to take you on that journey with us. Please complete the form below to let us know you're going to be running Numeracy Ninjas in your school. We will keep you up to date with all things Ninja through our email newsletters.

Also, join our Online Discussion Forum where you can make suggestions for the project's development, discuss strategies for getting the most impact from running Numeracy Ninjas and more.

Step 2- Choose how you want to run Numeracy Ninjas

Make sure you've read our Terms and Conditions. Using the products implies you accept them.

We've made the product flexible so it can fit in with the curriculum time you have available in your school. Decide how many lessons per week you want to run the 5 minute skill tests. We advise running them in all your Key Stage 3 lessons to start with and then scaling them down to once or twice a week if any classes have students all reaching Ninja Black Belt status.

Once you've decided how many sessions per week you're going to run, download the Ninja Skill Booklets. Also, be sure to download our spreadsheet to record your students' results and monitor their progress over time.
Download Ninja Skill Booklets and record spreadsheet >
If you run additional interventions with Key Stage 3 students, download our Ninja Skill Focus worksheets which can be used for students to practise individual skills intensely for 10 days in a row.
Download Ninja Skill Focus worksheets >
Step 3- Beautify your classroom with our free promotional material

We've put together a great package of free promotional material to engage students in Numeracy Ninjas. There are posters, sticker sets, certificates and display materials- lots of things that look great and will help you launch Numeracy Ninjas in your school in style!
Download the free promotional materials >
Step 4- Read our guide on running Numeracy Ninjas

We've put together a quick-start guide to running Numeracy Ninjas in your classrooms. Use this and our accompanying presentations to introduce your teachers and students to the project and ensure you get off to a flyer.
Download the Numeracy Ninjas quick-start guide >
Step 5- Tell all your friends and stay in touch!

Join our social communities to stay up to date with Numeracy Ninjas developments and meet other schools participating in the project. Click the icons to visit our Facebook and Twitter pages. Use #NumeracyNinjas for discussions.

We'd greatly appreciate if you could please spread the word about Numeracy Ninjas to your colleagues in other schools. Word of mouth is the best form of advertising and we're relying on it so we can make this product free for all.

Your feedback means a lot to us. We want to make the product the best it can be and rely on real teachers at the coalface telling us what works and what could be better. If you've got something we need to know please do get in touch.

Would you like to celebrate your students' success?

There's nothing more satisfying as a teacher than seeing your students make progress. Reward them with some fantastic items from our Online Shop. There is a range of great branded merchandise suitable for all budgets.

Here are the bestsellers:
Praise Postcards Stickers for exercise books as students level up Grand Master Badges Numeracy Ninjas Pencils

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Numeracy Ninjas is a free Key Stage 3 numeracy intervention designed to fill gaps in students' basic mental calculation strategies and also to empower them with the numeracy skills and fluency required to fully access GCSE Maths concepts when they move to Key Stage 4 study.

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Some great activities for measurement and money.

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Working to deliver a better special education service

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A bank of websites

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A powerful 6 minute Ted Talker that explores the power of curiosity in the classroom and how an encounter with a surgeon who saved his life, turned one educator's classroom into a space where curiosity is cultivated.

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Ramsey Musallam: 3 rules to spark learning

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It took a life-threatening condition to jolt chemistry teacher Ramsey Musallam out of ten years of "pseudo-teaching" to understand the true role of the educator: to cultivate curiosity. In a fun and personal talk, Musallam gives 3 rules to spark imagination and learning, and get students excited about how the world works.

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While this is a longer TedTalk and more relevant to systematic change, it is very thought provoking.

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Sir Ken Robinson: Do schools kill creativity?

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Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

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A really handy and effective way to support students with vocabulary in all subjects.

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While a lot of the resources are aimed at primary school, there are some great videos on assistive technology that will support all learners and in particular those with dyslexia.

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A really great introduction to Carol Dweck's work on growth mindset.

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The power of believing that you can improve

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Carol Dweck researches “growth mindset” — the idea that we can grow our brain’s capacity to learn and to solve problems. In this talk, she describes two ways to think about a problem that’s slightly too hard for you to solve. Are you not smart enough to solve it … or have you just not solved it yet? A great introduction to this influential field.

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Teaching for Neurodiversity A Guide to SpLDs

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Training

Middletown Centre provides a range of training opportunities for parents, carers and educational professionals in Ireland and Northern Ireland. The Centre has a full training calendar of face to face and online sessions, which can be managed using the Centre's app The Centre, in partnership with Mary Immaculate College Limerick provides a Graduate Certificate, Diploma and MA in Autism Studies Individual schools can apply for whole school training and these are provided in partnership with the EA in Northern Ireland and The NCSE in Ireland. Further information on applying for a whole school training is available by contacting us using the email training@middletownautism.com

Here is a list of all our main current events happening within Middletown Centre for Autism

Online Learning Portal

Log in or register to our online training resources
Online Learning

Follow us on social media

Bulletins

Research Bulletin no. 42 - Strength-based approaches

Our latest Research Bulletin is focused on Strength-based Approaches. It highlights papers that show how taking a strength-based approach can create an empowering environment for autistic young people and allow them to define what they value..
Download issue (pdf)

Research Bulletin 41 - Well-being

Our latest Research Bulletin focuses on well-being for all. By better understanding the experiences & strengths of the entire autism community, we can better support each other to thrive.
Download issue (pdf)

View all Publications

Sign up for our newsletter

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Middletown Centre for Autism - Middletown Centre For Autism

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Middletown Centre provides a range of training opportunities for parents, carers and educational professionals in Ireland and Northern Ireland.

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Amazing Things Happen - by Alexander Amelines

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Post-Primary LiteracyResources for Teachers (1)

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12 amazing superpowers of students with ADHD

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12 amazing superpowers of students with ADHD

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The positives of ADHD are numerous and mighty - creativity, empathy, and tenacity, just to name a few. Here, readers share their amazing superpowers.

Thinking positive to find the plus sides of adhd.

1 of 13

Problem solving skills are a positive about ADHD.

2 of 13

Children use their creativity to build a fort.

3 of 13

A teenager consoles a friend, using her gift of compassion.

4 of 13

Girl with snorkel by family unpacking van shows her sense of humor.

5 of 13

The word impossible is written on a chalkboard, with the "im" crossed out, because those with ADHD have perseverance.

6 of 13

A woman is very observant and employs her keen sense of observation.

7 of 13

A mom holds her child while also ironing - multitasking is a strength for those with ADHD.

8 of 13

A man is very focused on writing in his notebook. Hyperfocus is a positive trait of ADHD.

9 of 13

A group of young children are running with endless energy, another positive trait of ADHD.

10 of 13

A father and son play airplane together. Their seal for life is an ADHD superpower.

11 of 13

A green apple in a group of oranges illustrates differences. Kids and adults with ADHD are very accepting.

12 of 13

A road sign has an arrow pointing to Right and another toward wrong. Those with ADHD have a strong moral compass.

13 of 13

More Articles Recommended For You

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Faster than a speeding bike! Able to leap stereotypes in a single bound! We asked readers what made them a notch above the rest. These are their answers.

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Dyslexia - Study Tips for Dyslexic Students

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Dyslexia expert Sascha Roos explains some effective study tips for Dyslexic students.

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Making-text-accessible-for-students-with-Vision-Impairment.pdf (ncse.ie)

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Strategies for Learning and Teaching | National Council for Special Education - CPD and In-School Support (sess.ie)

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(Teachers should note that the Visiting Teacher Service for children and young people with a visual impairment supports parents/guardians, teachers and other professionals involved with the student. More information is available in the Visiting Teacher Service information leaflet [PDF 508KB].)

Encourage the student to use visual aids/resources that have been prescribed (e.g. glasses, magnifiers, big-print books, etc).

Seat the student appropriately in the classroom (e.g. in the middle towards the front).

Make sure lighting is suitable.

Make efforts to eliminate the risk of glare from the desk and whiteboard.

If possible ensure lights are coming from behind or to the side of the student.

Give clear instructions as the student may misinterpret gestures and facial expressions.

Consider the use of enlarged print/magnified worksheets.

The less configurations on a page the better (worksheets can be cut in strips and stapled together to present less work at a time).

Print materials need to be clear and dark.

Have lined paper for assignments (the darker the lines the better).

Nearpoint work should be limited to fifteen minutes or less. The student should be encouraged to look away from his/her work, sharpen a pencil or participate in another activity as this will allow the student to refocus his/her eyes so that the student is less likely to become fatigued.

Have students measure from their elbow to their fingers and tell them they need never get closer to their work than that distance.

Slanted desks may be of benefit to individual students.

Provide contrast on any visual materials used: black and white is best.

Avoid italic or ornate script. Remember that lower-case letters are easier to read than capital letters because they have a greater number of ascenders and descenders, making them more visually distinctive.

Supplement visual material with clear verbal explanation.

Require less copying from the board or elsewhere.

Increase oral activities.

Use concrete material and hands-on experience whenever possible.

Allow more time to complete tasks and provide breaks to combat fatigue.

Do not lower expectations because the student has a visual impairment.

Provide mobility and orientation training as students with visual impairment experience great difficulty in acquiring skills in direction, mobility and travel. This is particularly important at post-primary level where the student may have to move for individual subjects.

Arrange for other students to act as buddies and use peer tutoring. Peer-groups should be encouraged to include and support the student.

Use the student's name when seeking his/her attention.

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(Teachers should note that the Visiting Teacher Service for children and young people with a visual impairment supports parents/guardians, teachers and other professionals involved with the student. More information is available in the Visiting Teacher Service information leaflet [PDF 508KB].) Encourage the student to use visual aids/resources that have been prescribed (e.g.

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Reading-Comprehension-Strategies-and-Resources-Post-Primary.pdf (ncse.ie)

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Topmarks: teaching resources, interactive resources, worksheets, homework, exam and revision help

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Topmarks: teaching resources, interactive resources, worksheets, homework, exam and revision help

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Searchable site of thousands of quality teaching resources, interactive resources, homework, exam and revision help. Useful for teachers, pupils and parents.

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PhET: Free online physics, chemistry, biology, earth science and math simulations (colorado.edu)

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Over 1.1 billion simulations delivered

160interactive simulations

97language translations

3001teacher-submitted lessons

Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

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Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

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Math is Fun (mathsisfun.com)

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Math explained in easy language, plus puzzles, games, worksheets and an illustrated dictionary. For K-12 kids, teachers and parents.

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TypingGames.Zone - 139 Free Online Games to Type Faster

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Typing Games Zone - Boost Your Typing Skills

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Enhance Your Typing Speed with Our Top-Rated Keyboarding Games

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Home Spelling Words - Spelling Games, Worksheets, Tests & Lists

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Home Spelling Words - Spelling Games, Worksheets, Tests & Lists

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Home Spelling Words features free spelling games, spelling tests, and spelling lists for Kindergarten, 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th and 9th grades. Add your own spelling words from school too.

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Our top-50 education apps: literacy and storytelling – The Irish Times

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(iPad/iPhone: €1.99, Android: €1.79)

Developed by Irish woman Anita Murphy and her husband, Rory O'Connor, this is one of the most popular education apps out there, and deservedly so. Rory's Story Cubes is a game designed to spark the imagination and can be played with equal relish by children and adults, together or separately. It can be played in a group or alone. The game consists of 54 images on nine cubes, with each cube generating an image that will feature in a story, which helps build creativity, critical-thinking skills, problem-solving, and literacy development. And it's fun. Almost three million story cubes have been sold worldwide.

Suitable for
: all ages.
Endless Alphabet
(iPad/iPhone: €6.99, Android: free, but with in-app purchases, Windows: free)

A popular and fun app for building up the ABCs of younger children. There's an interactive puzzle to go along with each word, including talking letters and a short animation. There's no pressure such as high scores or fails, so children can explore it at their own pace; maybe not one for parents who want to push their kids a bit harder.
Suitable for
: ages two to six.
Balloony Word
(iPad/iPhone: free, developed by KwikApps)

A twist on a hangman-style game where, instead of a comical take on the death penalty, players have to keep a balloon-holding gorilla afloat. There's a focus on vocabulary and spelling.
Suitable for:
ages six to 10.
My First 101 Words
(iPad/iPhone: €1.99, developed by Blueprint.tv)

Another one for toddlers learning their words, but rather than touch, text and voice, these words are demonstrated through video clips, and there's a host of interactive features.

Suitable for: toddlers.
Dyslexia Quest
(iPad/ iPhone,€1.99, developed by Nessy Learning Ltd)

One of the best apps for young people with dyslexia, unfortunately confined to iOS platforms. Dyslexia Quest consists of six games that develop learning abilities and can email results to teachers and/or parents. It talks users through difficulties and shows where improvements can be made.
Suitable for:
three age ranges: seven to 10; 11-16; and 17 and up.
BBC Skillwise
(website)

Not an app as such, but a useful website full of practical literacy skills for adults, including how to discern between fact and opinion; the sounds of English; recognising letters and words; and reading for pleasure. See also the National Adult Literacy Agency for further
YOUR FAVOURITE APP:
If there's a great educational app you've found that you'd like to share with other readers, please use the comment box below.

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Our top-50 education apps: literacy and storytelling

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(iPad/iPhone: €1.99, Android: €1.79) Developed by Irish woman Anita Murphy and her husband, Rory O'Connor, this is one of the most popular education apps out there, and deservedly so. Rory's Story Cubes is a game designed to spark the imagination and can be played with equal relish by children and adults, together or separately.

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This is a shared document so please be careful when editing.

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The Spelling game to learn German spelling online free (german-games.net)

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The Spelling game to learn French spelling online free

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Free Learn Spelling in French game: choose from 5 options the correctly spelt French text - fun game but hard. One of 13 free online French games @ french-games.net

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Helpful information and techniques from the Middletown Centre for Autism

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Helpful presentation with easy to read slides.

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Webnair How Autism Presents in Girls in Post-Primary and Beyond