Dyslexia-friendly Practice in the Secondary Classroom PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Dyslexia-friendly Practice in the Secondary Classroom PDF full book. Access full book title Dyslexia-friendly Practice in the Secondary Classroom by Tilly Mortimore. Download full books in PDF and EPUB format.
Author: Tilly Mortimore
Publisher: SAGE
ISBN: 0857252135
Category : Education
Languages : en
Pages : 154
Get Book Here
Book Description
The first guide of its kind written specifically for trainee and newly qualified teachers, this standards-based text explores the needs of dyslexic learners in mainstream secondary schools. In light of the current dyslexia-friendly schools initiative, it looks at organisational-level support for dyslexic children, together with pragmatic strategies which teachers can use to support children′s cross-curricular learning. Further, it includes case studies and practical tasks to build readers′ confidence in supporting Specific Learning Difficulties, as well as a range of coping strategies and practical advice, based upon the authors′ experience of working with dyslexic learners in different contexts over many years.
Author: Tilly Mortimore
Publisher: SAGE
ISBN: 0857252135
Category : Education
Languages : en
Pages : 154
Get Book Here
Book Description
The first guide of its kind written specifically for trainee and newly qualified teachers, this standards-based text explores the needs of dyslexic learners in mainstream secondary schools. In light of the current dyslexia-friendly schools initiative, it looks at organisational-level support for dyslexic children, together with pragmatic strategies which teachers can use to support children′s cross-curricular learning. Further, it includes case studies and practical tasks to build readers′ confidence in supporting Specific Learning Difficulties, as well as a range of coping strategies and practical advice, based upon the authors′ experience of working with dyslexic learners in different contexts over many years.
Author: Tilly Mortimore
Publisher: Learning Matters
ISBN: 184445312X
Category : Education
Languages : en
Pages : 157
Get Book Here
Book Description
The first guide of its kind written specifically for trainee and newly qualified teachers, this standards-based text explores the needs of dyslexic learners in mainstream secondary schools. In light of the current dyslexia-friendly schools initiative, it looks at organisational-level support for dyslexic children, together with pragmatic strategies which teachers can use to support children′s cross-curricular learning. Further, it includes case studies and practical tasks to build readers′ confidence in supporting Specific Learning Difficulties, as well as a range of coping strategies and practical advice, based upon the authors′ experience of working with dyslexic learners in different contexts over many years.
Author: Barbara Pavey
Publisher: SAGE
ISBN: 1446237893
Category : Education
Languages : en
Pages : 122
Get Book Here
Book Description
Is your school dyslexia-friendly? Beginning with a look at understanding dyslexia, this book shows you how to involve the whole school in order to achieve a dyslexia-friendly environment. You will be able to: - use an audit tool to discover how dyslexia-friendly your school is - look at examples of successful dyslexia-friendly initiatives - find information on funding and resources. This book offers a step-by-step guide to creating a dyslexia-friendly classroom and whole-school environment. Headteachers, deputy headteachers, class teachers, SENCOs, student teachers and literacy co-ordinators wanting to make their school more dyslexia-friendly will find this practical book extremely useful. Barbara Pavey worked as a teacher and SEN specialist for many years and is now Lecturer in Learning Disabilities at The University of Manchester.
Author: Diane Montgomery
Publisher: Routledge
ISBN: 1315405563
Category : Education
Languages : en
Pages : 258
Get Book Here
Book Description
Many pupils with dyslexia have poor spelling and handwriting, even when their reading is adequate. This practical yet evidence-based book shows teachers who work with pupils with dyslexia how they can effectively address these areas of weakness. Diane Montgomery introduces her popular Cognitive Process Strategies for Spelling (CPSS) and provides guidance on how this direct action can be successfully used in both primary and secondary contexts. The book describes dyslexia-friendly approaches in Logographic, Alphabetic and Orthographic phases – ‘the three faces’ of dyslexia. Best literacy practice for all children is illustrated in a developmental reading and spelling approach, handwriting as a support to literacy teaching is explained and strategies for overcoming handwriting difficulties are detailed from Reception onwards. Dyslexia-friendly Strategies for Reading, Spelling and Handwriting is full of new research, case examples and practical methods that have been tried and tested in the classroom. This is a must-read guide for all teachers and SENCOs in primary and secondary settings working with pupils with dyslexia.
Author: J. Kearney
Publisher: Springer
ISBN: 1137276088
Category : Political Science
Languages : en
Pages : 219
Get Book Here
Book Description
This collection explores how the dominant risk agenda is being embedded across welfare policy and practice contexts in order to redefine social problems and those who experience them. Identities of 'risky' or 'safe', 'responsible' or 'irresponsible' are being increasingly applied, not only to everyday life but also to professional practice.
Author: Alan Howe
Publisher: Routledge
ISBN: 1136738088
Category : Education
Languages : en
Pages : 212
Get Book Here
Book Description
The transition from primary to secondary school can often be a difficult time for children, and managing the transition smoothly has posed a problem for teachers at both upper primary and lower secondary level. At a time when 'childhood' recedes and 'adulthood' beckons, the inequalities between individual children can widen, and meeting the needs of all children is a challenge. Bridging the Transition from Primary to Secondary School offers an insight into children's development, building a framework for the creation of appropriate and relevant educational experiences of children between the ages of 10-12. Based on the five 'transition bridges' - administrative, social and personal, curriculum, pedagogy, and autonomy and managing learning - this book is a complete guide to the primary-secondary transition. Chapters cover: A review of the issues and challenges of transition and school transfer; Management of physical, intellectual, social and emotional changes; Issues of changing self-identity; Approaches to ensure curriculum progression and continuity; Ways to develop cooperation between primary and secondary schools; Alternatives to traditional primary-secondary systems and pedagogy. This book will be essential reading for all trainee teachers, undergraduate and postgraduate education students, and those working with children over the transition. The contributors offer a wealth of guidance and insight into meeting the educational and social needs of children through early adolescence.
Author: Stephen Macdonald
Publisher: Stephen James Macdonald
ISBN: 3639177525
Category :
Languages : en
Pages : 113
Get Book Here
Book Description
The focus of this book is on examining issues of dyslexia, social exclusion and crime. Current estimations suggest that people with dyslexia are considerably over-represented in the UK's criminal justice system. The aim of this book is to employ a psycho-sociological methodology to expand knowledge on dyslexia and criminal behaviour. This approach rejects the bio-medical model of crime and places dyslexia and criminality within a social context. Developing a social model of crime and dyslexia, the book utilizes both quantitative and qualitative research methods to establish links between undiagnosed dyslexia, restricted literacy levels and criminal behaviours. The idea that social inequalities are due to issues of socio-economic status is an essential viewpoint in this study. The book primarily explores sociological links between undiagnosed dyslexia and reoffending and emphasizes the importance of dyslexia support. It uses a social model approach to locate disabling barriers with the aim of improving support for people with dyslexia and reducing reoffending.
Author: Lindsay Peer
Publisher: Routledge
ISBN: 1317482964
Category : Education
Languages : en
Pages : 281
Get Book Here
Book Description
This fully revised new edition provides advice on the identification, assessment and support of bilingual learners and assists practitioners in identifying the difference between literacy difficulties due to bilingualism or multilingualism and dyslexia. An essential text for staff development, it includes innovative approaches in technology and teaching programmes beneficial to multilingual learners and advice on learning additional languages. With contributions from experts from across the globe, this book will provide guidance on key themes, including: the assessment of multilingual learners the impact of dyslexia on bilingualism the literacy challenges facing learners from Indigenous cultures the role of the SENCO in identifying children with English as an additional language and Dyslexia the emotional needs of learners with bi/multilingualism and Dyslexia This book will provide guidance to anyone involved in literacy development and language learning. With the increase in international schools around the globe and the ever growing desire for parents to ensure that their children become proficient in English, this book will appeal to teachers, teaching assistants, specialists, and all other practitioners who work with bi/multilingual children.
Author: Stephen James Macdonald
Publisher: Stephen James Macdonald
ISBN: 3639131134
Category : Social Science
Languages : en
Pages : 286
Get Book Here
Book Description
The aim of this book is to establish a sociological understanding of dyslexia within adulthood. The research explores the effects dyslexia has on the lives of individuals within an educational and employment context. A feature of the study is that it draws from literature within the social model of disability rather than employing the psycho- educational approach that dominates contemporary research. The study has placed dyslexia within the field of disability studies in an attempt to understand how this syndrome can be interpreted through the concept of disabling barriers. In order to explore dyslexia within the field of disability studies the book employs a biographical narrative approach. The book discusses the importance of identifying and supporting people with dyslexia within education and employment. By acknowledging that dyslexia is affected by issues of socio- economic status, the research has broadened the debate in relation to labelling individuals within education. The study has developed a pro-labelling approach based on evidence from the social and educational perspectives in order to represent the voices of participants within this study.
Author: Peter Westwood
Publisher: Taylor & Francis
ISBN: 1351703188
Category : Education
Languages : en
Pages : 131
Get Book Here
Book Description
What are learning disorders? How can schools endeavour to address these disorders in today’s inclusive classrooms? This book answers these important questions in practical terms and discusses in detail the instructional needs of students with dyslexia, dysgraphia, dyscalculia, dyspraxia and other significant disorders that affect learning. Peter Westwood draws on international research literature to provide supporting evidence of best practices. The book is unique in linking the teaching methods recommended for overcoming learning problems directly to each of the three tiers of support in the Response-to-Intervention Model. It presents examples of effective whole-class teaching, intensive small group instruction and individual tutoring, as well as addressing key topics such as: educational progress of students with learning disorders; principles for teaching dyslexic students; difficulties with writing and spelling; developing students’ numeracy skills; specific intervention strategies; nonverbal learning disabilities. Learning Disorders will be of interest to practising teachers, trainee teachers, teaching assistants, educational psychologists, school counsellors and parents. It will also provide valuable insights for any school planning to upgrade its support system for students with special educational needs.
