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El. knyga: Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and Learning

2.33/5 (3 ratings by Goodreads)
(University of St Andrews, UK)
  • Formatas: 116 pages
  • Serija: nasen spotlight
  • Išleidimo metai: 30-Oct-2019
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781351043090
Kitos knygos pagal šią temą:
Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and LearningDidesnis paveikslėlis
  • Formatas: 116 pages
  • Serija: nasen spotlight
  • Išleidimo metai: 30-Oct-2019
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781351043090
Kitos knygos pagal šią temą:

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Now in a fully updated third edition, this book will equip all teachers with the necessary knowledge of dyslexia in order for it to be effectively understood and managed in the mainstream classroom. Offering comprehensive guidance and support strategies, this resource is based around Reids signposts for successful inclusion: acknowledging differences; recognising strengths; understanding what is meant by inclusion; planning for practice; and ensuring attainable task outcomes. In identifying the key issues of inclusive practice, the book supports teachers as they strive to fulfil the social, educational and emotional needs of children with dyslexia.

Key features of the new edition include:











Up-to-date references to current research and legislation





New sections on evidence-based teaching strategies, developing independent learning and communication with parents





Detailed information on wider reading and additional resources, including websites, apps and software available to support learners with dyslexia

With practical strategies and resources designed to meet the needs of the busy classroom teacher, this book is crucial reading for educators and education students looking to help students with dyslexia reach their full potential.

Recenzijos

"This is an impressive text that manages to combine the best of academic and practical information for the reader. The style is accessible and guides the reader through the overwhelming maze of information." - SEN Magazine

Introduction 1(2)
1 Dyslexia and inclusion
3(10)
Introduction
3(1)
Dyslexia and inclusion
3(1)
Dyslexia
4(1)
Identifying needs and labelling
4(1)
Core difficulties
5(3)
Definitions
8(2)
Policy and reports
10(2)
Rights
12(1)
2 Dyslexia and inclusion: Perspectives and research
13(10)
Research and implications for practice
13(5)
Characteristics of dyslexia
18(1)
The core difficulties: educational performance
18(1)
The role of the environment
19(1)
The role of the label
19(1)
Dyslexia as a difference
20(1)
Inclusion
20(2)
Individuals with Disabilities Education Act (IDEA)
22(1)
3 Five signposts for successful inclusion
23(10)
Introduction
23(1)
1 Acknowledge the differences
23(3)
2 Recognise and acknowledge the strengths: positive dyslexia
26(2)
3 Defining inclusion
28(1)
4 Planning for practice
29(1)
5 Attainable outcomes
30(2)
Comment
32(1)
4 Inclusion and intervention
33(15)
Intervention: reading
33(1)
Intervention approaches
33(4)
Reading: some key points
37(1)
Reading comprehension
37(2)
Writing
39(1)
Creative writing
39(3)
Memory
42(1)
Connections
42(1)
Maths
43(1)
Music
43(3)
Resources
46(1)
Summary: inclusion-friendly approaches
47(1)
5 Curriculum access: Identifying needs
48(10)
Factors to consider for curriculum access
48(1)
The student's learning profile
48(1)
Identifying the learner's profile
48(1)
Identifying needs
49(1)
Assessment through problem solving
50(1)
Attainments
51(2)
Formative assessment in an inclusive school
53(1)
Assessment and intervention
54(1)
Barriers to learning
54(2)
Effective learning
56(2)
6 Curriculum access: Classroom approaches
58(13)
Curriculum access: the learning context
58(1)
Learning environment
58(1)
Learning preferences/styles
59(1)
Inclusion-friendly schools
60(1)
Inclusion-friendly approaches to teaching learners with dyslexia
60(3)
Self-esteem
63(1)
Curriculum access: learning strategies
63(2)
Motivation and effective learning
65(2)
Using technology in the classroom
67(1)
How dyslexia affects children's learning
68(1)
How the teacher and the school can help
69(1)
Further strategies for curriculum access
69(1)
Summary
70(1)
7 Curriculum access: Differentiation
71(11)
Information processing: strategies for support
71(1)
Output: presentation
72(1)
Differentiation in practice
72(1)
Differentiation: task and resources
72(1)
Presentation of material
73(1)
Differentiation using multi-sensory teaching: some points
73(1)
Differentiation by outcome
73(1)
Differentiation through support
74(1)
Differentiation: content, process and product
74(1)
Metacognitive assessment
75(1)
Subject differentiation
75(5)
Key issues
80(1)
Summary
81(1)
8 Successful inclusion
82(10)
1 The learner
82(2)
2 Teacher
84(2)
3 Interventions
86(1)
4 The curriculum
87(4)
5 Management/school/home
91(1)
Comment
91(1)
9 Resources and summing up
92(5)
Dyslexia and inclusion
92(1)
Inclusion
92(1)
Flexibility
92(1)
The need for training
93(1)
Further information and contacts
94(3)
References 97(5)
Index 102
Gavin Reid is an international practitioner psychologist, consultant and author. He was a classroom teacher and university lecturer and has written over 30 books in the field of dyslexia and learning. His books have been translated into seven languages. He currently lectures worldwide, and has regular international consultancies. Dr Reid is Chair of the British Dyslexia Association Accreditation Board. He has sat on government panels on assessment and dyslexia, and has been engaged in a number of United Nations-funded projects as a learning difficulties expert on assessment and practice for dyslexia. He carries out assessments in the UK, Middle East and Canada.
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