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Hi RottieWoman

Thank you so much for your brainstorming - you have given me some real golden nuggets to factor into lessons.

Your advice on visuals led to a discussion with my wife where she suggested making the MSPSL routine pictorial - I now have a rough sketch (I'm not the most artistically adept!) of a pair of mirrors, a car with indicators flashing, an arrow pointing down to an x, a speeding car and a pair of eyes wearing glasses - which now I have done it, can't understand why I hadn't thought of it before! I'm sure there are other areas where I can develop this idea.

Many of the approaches you suggest fit perfectly with the coaching based methodology I have been trying to adopt in the training I give to learners. This means that their views, feelings, opinions and self-assessments are central to the learning process. The idea of asking them how they would teach a person with LD is an absolute gem, I will use this and see it as great way of finding out how the student learns and processes information without them necessarily realising that is what they are telling me. It is also another way for me to be able to tell if my delivery of a subject has been properly understood.

My next steps are to write a summary of the information from all the replies, come up with a few working examples and then ask my student what he feels would work for him, or if he prefers to come up with his own formats based on the examples, and then incorporate these into his lessons.

RottieWoman, would you mind expanding a little on your "make segments out of behaviours" recommendation. I think I understand what you are suggesting - is the principle here to break processes and actions down into smaller logical segments?

I am so pleased that I found this forum, the insight and practical advice that everyone has given me is invaluable. Just hope that I can do it all justice when it comes to delivering the training and providing the help and support which will benefit my student.

Thanks :)