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El. knyga: Gaining Knowledge and Skills with Dyslexia and other SpLDs [Taylor & Francis e-book]

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  • Formatas: 632 pages, 31 Line drawings, color; 10 Halftones, color; 41 Illustrations, color
  • Išleidimo metai: 29-Apr-2021
  • Leidėjas: Routledge
  • ISBN-13: 9781315461137
Kitos knygos pagal šią temą:
  • Taylor & Francis e-book
  • Kaina: 161,57 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standartinė kaina: 230,81 €
  • Sutaupote 30%
Gaining Knowledge and Skills with Dyslexia and other SpLDsDidesnis paveikslėlis
  • Formatas: 632 pages, 31 Line drawings, color; 10 Halftones, color; 41 Illustrations, color
  • Išleidimo metai: 29-Apr-2021
  • Leidėjas: Routledge
  • ISBN-13: 9781315461137
Kitos knygos pagal šią temą:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Partnerių interneto svetainė: https://www.taylorfrancis.com/books/9781315461137
Gaining Knowledge and Skills with Dyslexia and other SpLDs is the third book in the series Living Confidently with Specific Learning Disabilities (SpLDs). This book lays the foundation for skilling dyslexic/ SpLD people so that they can be autonomous, confident people, who can use their full potential with minimal disruption from the dyslexia/ SpLD. It is a comprehensive manual for helping dyslexic/ SpLD people, whether the help is given by specialist teachers, subject teachers, professionals of all kinds, family and friends, or general public such as shop keepers. There are lists of the most important ideas for policy-makers and general readers so that they can support best practice for helping dyslexic/ SpLD people. The book advocates changes of attitude that will be good for everyone but which are VITAL for dyslexic/ SpLD people. It is not proposing expensive solutions, though it does recognise that there will be times when accommodation is needed for some effects of dyslexia/ SpLD that an individual cannot work round.

The book recognises that dyslexia/ SpLDs are variable syndromes that need constant monitoring. Given a range skills and knowledge to draw on, a dyslexic/ SpLD person needs to be able to select the most suitable ones for any particular situation.

Confidence grows when dyslexia/ SpLD can be managed well; dyslexic/ SpLD people can then function at their best.

The book is addressed to someone alongside a dyslexic/ SpLD person, who may also be dyslexic/ SpLD, so the style of the book is suitable for dyslexic/ SpLD people. It uses a special layout to emphasise stories, insights, examples, exercises, tips, key points and summaries.
Mind maps of the series ii
Where to start viii
Information and tip boxes ix
Summary of the chapters x
Map of this book
xi
Acknowledgements and illustrations xii
Useful Preface: This is worth reading
Mind map and contents
1(1)
What to expect from this book
2(2)
Useful Preface summary
4(1)
Templates on the website
4(1)
Appendix 1
5(1)
1 Dipping-in to try out ideas
5(1)
2 Context, including Philosophy of this Series
6(4)
3 Major precaution
10(2)
4 Different ways to read
12(3)
4.1 Exercise: reading style
14(1)
4.2 Something goes wrong with reading
14(1)
5 What do you want to explore?
15(11)
5.1 Initial purpose for reading
17(1)
5.2 Reader groups
18(3)
5.2.1 Check-lists for readers
21(2)
5.3 Reading to find out about a theme
23(3)
6 This book: Gaining Knowledge and Skills with Dyslexia and other SpLDs
26(5)
6.1 Aims, outcomes and benefits
27(4)
7 The series: Living Confidently with Specific Learning Difficulties (SpLDs)
31(13)
7.1 Readership/audience
31(1)
7.2 Summary of the series
31(10)
7.3 Aims and outcomes
41(1)
7.4 Distinguishing between different SpLDs
42(1)
7.5 The way forward
43(1)
References and website information
44(2)
Chapter 1 Imparting Knowledge and Skills < = Book 1; γ = Book 2; x = Book 4
Mind map and contents
46(4)
List of key points and summaries
50(1)
Working with the chapter
50(1)
Templates on the website
51(1)
Appendix 1, 2 and 3
52(1)
1 Dipping-in to try out ideas
52(1)
2 Context
53(4)
3 Individuals with dyslexia/SpLD
57(24)
3.1 X Respecting the learning needs of the four SpLDs
60(2)
3.1.1 X Core issues
62(1)
3.1.2 X Overlap of SpLDs and variability of effects
62(1)
3.2 Useful abilities of the mind
63(1)
3.2.1 Metacognition
63(1)
3.2.2 Objective observation
63(1)
3.2.3 Reflection
64(1)
3.3 Behind the obvious
64(1)
3.3.1 γ Methods for exploring behind the obvious
65(2)
3.3.2 `Other'
67(1)
3.3.3 Check-lists for exploring behind the obvious
67(1)
3.4 Supplementary issues
68(1)
3.4.1 γ Time
69(1)
3.4.2 γ Space, place and direction
69(1)
3.4.3 γ Environment
70(1)
3.5 γ Organisation
70(1)
3.5.1 γ Decision-making and remembering
71(1)
3.5.2 γ Objects needed
71(1)
3.5.3 γ Paperwork, including filing
71(1)
3.5.4 γ Stages in big projects
72(1)
3.5.5 γ Course structures and employment processes
72(1)
3.6 Thinking preferences
72(1)
3.6.1 Input, output and motivation
73(1)
3.6.2 Senses
74(1)
3.6.3 Sense-based thinking preferences
75(1)
3.6.4 Rationale or framework
75(1)
3.6.5 Holistic vs. linear thinking
75(1)
3.6.6 Myers-Briggs Personality Type (MBPT)
76(2)
3.6.7 Multiple Intelligences (Ml)
78(1)
3.7 Building confidence and self-esteem
78(1)
3.7.1 X Stress
78(1)
3.7.2 Thinking clearly
79(1)
3.7.3 Neuro-Linguistic Programming (NLP)
79(1)
3.7.4 Using challenges
80(1)
3.7.5 Self-referenced vs. other-referenced
80(1)
3.7.6 Exercise
80(1)
4 General approaches
81(4)
4.1 Attitudes
82(2)
4.1.1 γ Declaring dyslexia/SpLD or not
84(1)
4.1.2 γ Dyslexia/SpLD and interesting jobs
84(1)
4.2 Communication
85(1)
5 Teaching
85(22)
5.1 Teaching roles
86(1)
5.2 General issues about teaching
87(1)
5.2.1 X Neurons firing together, wire together
88(1)
5.2.2 X Subliminal learning
88(1)
5.2.3 X Rote learning
89(1)
5.2.4 X First learning becomes fixed
89(1)
5.2.5 X Out of sight is out of mind
90(1)
5.2.6 Being alert
91(1)
5.2.7 Static material and constant content
91(2)
5.2.8 IT solutions
93(1)
5.2.9 Helpful teaching practices
93(1)
5.3 Teaching language
94(4)
5.3.1 Meanings of words
98(1)
5.3.2 Spelling
99(2)
5.3.3 Punctuation
101(1)
5.4 Supporting maths learning
102(5)
6 Dialogue
107(12)
6.1 Professional people
108(2)
6.2 Family, friends and acquaintances
110(1)
6.3 Work colleagues
111(1)
6.4 General public
111(1)
6.5 Policy-makers, campaigners and media personnel
112(1)
6.6 Misunderstandings in dialogues
113(1)
6.6.1 Differences in thought processing
114(2)
6.6.2 Curious behaviour
116(1)
6.6.3 Tasks done differently
117(1)
6.7 Groups
118(1)
6.8 Summary: good outcomes for dialogue
118(1)
7 Indirect communication
119(9)
7.1 General considerations
122(1)
7.2 Written communication
123(1)
7.3 Lecturing and talking
124(1)
7.4 Online
125(1)
7.5 Instructions
125(1)
7.6 Signage
126(1)
7.7 Summary: good practice for indirect communication
127(1)
8 Accommodations
128(2)
8.1 Accommodation in education
129(1)
8.2 Accommodation in employment
129(1)
8.3 Accommodation in everyday life
130(1)
9 Policies and systems
130(2)
References and website information
132(2)
Chapter 2 Foundations for Knowledge and Skills
Mind map and contents
134(2)
Vital for dyslexic/SpLDs, good practice for all
136(1)
List of key points and summaries
136(1)
Working with the chapter: tutoring a student
137(1)
Working with the chapter: for general understanding
138(1)
Working with the chapter: for policies and public discussion
138(1)
Templates on the website
139(1)
Appendix 1, 2 and 3
139(1)
1 Dipping-in to try out ideas
140(1)
2 Context
141(4)
2.1 Where to start
144(1)
3 A model of learning
145(11)
3.1 Memorising and understanding; knowledge and skills
150(1)
3.1.1 Memorising
151(1)
3.1.2 Understanding
151(1)
3.1.3 Knowledge: facts, discussion and evaluation
152(1)
3.1.4 Skills
153(1)
3.2 Automaticity
153(1)
3.3 Developed use of knowledge and skills
154(2)
3.4 Experience and episodic memory
156(1)
4 Techniques for using the mind
156(6)
4.1 Capacity of working memory
157(1)
4.2 Chunking
158(1)
4.3 Mindset
158(1)
4.4 Focus of attention, concentration
159(1)
4.5 Recall and memorising exercises
159(3)
5 Comprehension
162(19)
5.1 Knowing what helps and what hinders progress
163(1)
5.2 Active processing
163(2)
5.3 Ultimate goal
165(2)
5.4 Skilled thinking
167(2)
5.4.1 Elements of thinking
169(5)
5.4.2 Patterns of thinking processes
174(1)
5.4.3 Results of skilled thinking
175(1)
5.5 Key words
176(2)
5.6 Main themes vs. details
178(3)
6 Know the goal of any task
181(19)
6.1 Multiple goals
183(1)
6.2 Goals for actions
184(3)
6.3 Goals for writing
187(1)
6.3.1 The purpose
187(1)
6.3.2 Who is your student writing for and why?
188(1)
6.3.3 Knowing the goal
188(1)
6.3.4 Process and content words
189(5)
6.3.5 Other types of written work
194(1)
6.3.6 Goals for written work
195(1)
6.4 Goals for situations involving talking
196(1)
6.5 Prioritising
197(1)
6.6 Goals for a course
198(1)
6.7 What is the goal?
199(1)
6.8 Monitoring your student's goals
200(1)
7 Planning
200(16)
7.1 Planning related to knowledge
202(1)
7.1.1 Prompts for planning
202(2)
7.1.2 Examples of planning
204(1)
7.1.3 If your student is stuck
205(1)
7.1.4 Length (writing), duration (talking)
206(2)
7.2 Planning related to skills
208(1)
7.2.1 Planning to use practical skills
209(3)
7.2.2 Planning to use mental skills
212(4)
8 Discussion of Key Words Exercise
216(4)
9 Summary: check-list of skills, processes, mind techniques, etc
220(1)
References and website information
221(1)
Chapter 3 Guidance for Non-Linear Readers
Mind map and contents
222(1)
1 Context
223(1)
2 Vital for dyslexic/SpLDs, good practice for all
224(1)
3 List of key points
224(1)
4 Working with chapters 4-14
224(1)
4.1 Working with chapters 4-14: tutoring a student
224(1)
4.2 Working with chapters 4-14: general understanding
225(1)
4.3 Working with chapters 4-14: policies and public discussion
225(1)
5 Templates on the website
225(1)
6 Appendices
226(2)
6.1 Appendix 1
226(1)
6.2 Appendix 2
226(1)
6.3 Appendix 3
227(1)
7 Dipping-in to try out ideas: general pattern
228(1)
Website information
229(1)
Chapter 4 Reading
Mind map and contents
230(1)
List of key points and summaries
231(1)
Templates on the website
232(1)
Information for non-linear readers
232(1)
1 Dipping-in to try out ideas: reading and scanning lists
232(1)
1.1 Key points: for policy-makers and general readers
233(1)
2 Context
233(1)
3 Mechanics of reading (visual strategies)
234(6)
3.1 Eye movement
234(3)
3.2 Meaning-related groups of words
237(1)
3.3 De-coding
237(1)
3.4 Colour
237(2)
3.5 Font
239(1)
4 Reading from a computer, e-reading
240(2)
5 Reading for pleasure
242(1)
6 Preparation for reading
243(3)
6.1 Mind set before reading
244(1)
6.2 Thinking clearly
245(1)
6.3 Distractions
245(1)
6.4 Unfamiliar words
246(1)
7 Strategies for reading
246(6)
7.1 Pay attention to small print
248(1)
7.2 List of strategies involving Thinking Preferences
248(1)
7.3 Verbal strategies
249(1)
7.4 Searching for meaning
249(2)
7.5 Kinaesthetic strategies
251(1)
8 Reading problems
252(7)
8.1 Author's style
253(1)
8.2 Comments about grammar
254(1)
8.3 Punctuation
255(1)
8.4 Negatives can be complex
256(2)
8.5 Background to the material
258(1)
8.6 Mind engaged on another topic
258(1)
8.7 Other reading problems
259(1)
9 Proof-reading
259(1)
10 Photo Reading
260(1)
References and website information
261(1)
Chapter 5 Listening
Mind map and contents
262(1)
List of key points and summaries
263(1)
Templates on the website
263(1)
Information for non-linear readers
263(1)
1 Dipping-in to try out ideas: reading and scanning lists
263(1)
1.1 Key points: for policy-makers and general readers
264(1)
2 Context
264(3)
3 Different experiences
267(2)
4 Mentally storing dialogue
269(1)
5 Consequences from misinterpretation
269(2)
6 Preparation for listening
271(4)
7 Strategies for listening
275(1)
8 Listening problems
276(2)
9 Listening to body language
278(1)
10 Summary: check-list for discussion about listening
279(1)
References and website information
279(1)
Chapter 6 Doing
Mind map and contents
280(1)
List of key points and summaries
281(1)
Templates on the website
281(1)
Information for non-linear readers
281(1)
1 Dipping-in to try out ideas: reading and scanning lists
281(1)
1.1 Key points: for policy-makers and general readers
282(1)
2 Context
282(3)
3 Doing and thinking preferences
285(3)
4 Learning a skill
288(2)
5 Knowledge learnt-by-doing
290(1)
6 Preparation for doing
291(2)
6.1 Mental rehearsal of movements
292(1)
7 Protocol fordoing
293(4)
8 Problems relating to doing
297(2)
9 Summary: learning-by-doing
299(1)
References and website information
299(1)
Chapter 7 Taking and Making Notes
Mind map and contents
300(1)
List of key points and summaries
301(1)
Templates on the website
301(1)
Information for non-linear readers
302(1)
1 Dipping-in to try out ideas: reading and scanning lists
302(1)
1.1 Key points: for policy-makers and general readers
302(1)
2 Context
303(1)
3 Uses of notes
304(1)
4 Taking notes
305(4)
4.1 Preparation
306(1)
4.1.1 Adding to lecture notes
306(1)
4.2 Practice
306(1)
4.3 Problems
307(2)
4.3.1 Seeing, listening and writing
309(1)
5 Keeping notes
309(2)
5.1 Source, page numbers and date
310(1)
6 Making notes for later use
311(5)
6.1 Making notes and Thinking Preferences
311(4)
6.2 Language and Thinking Preferences
315(1)
6.3 Humour
315(1)
7 Styles for notes
316(18)
7.1 Verbal
318(4)
7.2 Visual
322(10)
7.3 Myers-Briggs Personality Type and making notes
332(2)
8 Summary: taking and making notes
334(1)
References and website information
335(1)
Chapter 8 Writing
Mind map and contents
336(1)
List of key points and summaries
337(1)
Templates on the website
337(1)
Information for non-linear readers
338(1)
1 Dipping-in to try out ideas: reading and scanning lists
338(1)
1.1 Key points: for policy-makers and general readers
338(1)
2 Context
339(1)
3 Fluency while writing
340(5)
3.1 Clarity of ideas
341(2)
3.2 Writing style
343(1)
3.3 Practical elements of writing
344(1)
4 Formal writing
345(7)
5 Proof-reading
352(2)
6 Forms online
354(1)
7 Language
355(4)
8 To be clever or not
359(1)
9 Summary: writing text
360(1)
Website information
360(2)
Chapter 9 Talking
Mind map and contents
362(1)
List of key points and summaries
363(1)
Information for non-linear readers
364(1)
1 Dipping-in to try out ideas: reading and scanning lists
364(1)
1.1 Key points: for policy-makers and general readers
364(1)
2 Context
364(4)
3 Talking fluently
368(6)
3.1 Using notes while talking
372(1)
3.2 Practising
373(1)
3.3 Key points: talking fluently
373(1)
4 The listeners
374(1)
5 Timing
374(3)
6 Environment
377(2)
7 Structure of a talk
379(1)
8 Equipment for a presentation
379(2)
9 Answering questions in a talk or presentation
381(1)
10 Reflection on talking
381(2)
11 Vivas and interviews
383(4)
12 Summary: talking well
387(1)
Chapter 10 Taking-Action
Mind map and contents
388(1)
List of key points and summaries
389(1)
Templates on the website
389(1)
Information for non-linear readers
390(1)
1 Dipping-in to try out ideas: reading and scanning lists
390(1)
1.1 Key points: for policy-makers and general readers
390(1)
2 Context
391(1)
3 Kinaesthetic sense, learning-by-doing and taking-action
392(1)
3.1 Making decisions
393(1)
4 Taking-action well
393(4)
5 Practical demonstrations
397(1)
6 No pause button
397(1)
7 Myers-Briggs Personality Type and taking-action
398(2)
8 Major projects
400(4)
9 Applying a skill
404(1)
10 Adapting a skill to new situations
404(1)
References and website information
405(1)
Chapter 11 Exams
Mind map and contents
406(1)
List of key points and summaries
407(1)
Templates on the website
408(1)
Information for non-linear readers
408(1)
1 Dipping-in to try out ideas: reading and scanning lists
408(1)
1.1 Key points: for policy-makers and general readers
408(1)
2 Context
409(2)
3 Confidence and self-respect
411(1)
4 Using extra time
412(1)
5 Exam support for graduates
413(1)
6 Preparation
413(15)
6.1 Revision
415(2)
6.1.1 Techniques for revision
417(2)
6.1.2 Prioritising topics for revision
419(1)
6.1.3 How much can be written in an exam?
419(2)
6.1.4 Revising skills
421(1)
6.1.5 Revision timetable
421(3)
6.2 Disappointing exam results
424(4)
7 Taking exams
428(4)
Types of exams
8 Essay exams
432(1)
9 Maths and science exams
432(2)
10 Multiple-choice questions (MCQ)
434(2)
11 Practical exams
436(1)
12 Music exams
437(2)
13 Online exams
439(1)
14 Psychometric exams or tests
440(5)
15 Vivas and interviews
445(1)
References and website information
445(1)
Chapter 12 Group Work: Meetings, Seminars and Debates Mind map and contents
446(32)
List of key points and summaries
447(1)
Information for non-linear readers
448(1)
1 Dipping-in to try out ideas: reading and scanning lists
448(1)
1.1 Key points: for policy-makers and general readers
448(1)
2 Context
449(3)
3 Discussions and goals
452(3)
4 Group dynamics
455(6)
4.1 Group leaders
458(3)
5 Debates
461(3)
6 Minimising dyslexia/SpLD for meetings
464(11)
6.1 Observing, reflecting and making changes
470(5)
7 Summary: group work
475(1)
References and website information
476(2)
Chapter 13 Driving
Mind map and contents
478(1)
List of key points and summaries
479(1)
Information for non-linear readers
479(1)
1 Dipping-in to try out ideas: reading and scanning lists
479(1)
1.1 Key points: for policy-makers and general readers
480(1)
2 Context
480(1)
3 Driving instructor
481(2)
4 Learning to drive
483(2)
5 Driving
485(7)
5.1 Navigation
486(2)
5.2 Time constraints
488(1)
5.3 Where the car is parked
488(2)
5.4 Summary: dyslexic/SpLD issues and driving
490(2)
Chapter 14 Social Examples
Mind map and contents
492(1)
List of key points and summaries
493(1)
Templates on the website
494(1)
Information for non-linear readers
494(1)
1 Dipping-in to try out ideas: reading and scanning lists
494(1)
1.1 Key points: for policy-makers and general readers
495(1)
2 Context
495(1)
3 Service providers and employers
496(2)
4 Travel
498(6)
4.1 Important objects and information
499(1)
4.2 Dyslexic/SpLD problems
500(1)
4.3 Time management
501(1)
4.4 Highly organised
501(1)
4.5 Minimally organised
502(1)
4.6 Summary: travel check-list
503(1)
Chapter 14 Social Examples continued
5 Job application (including summary)
504(10)
5.1 Clear idea of the job your student wants
505(1)
5.2 CV and letter of application
506(4)
5.3 Job searching
510(1)
5.4 Deadline for application
511(1)
5.5 Application forms
511(2)
5.6 Covering letter
513(1)
5.7 Interviews
514(1)
5.8 Special provisions
514(1)
6 Eating out
514(4)
6.1 Difficulties when eating out
514(2)
6.2 Eating out with confidence
516(2)
6.3 Summary: eating out
518(1)
7 Finances (including summary)
518(4)
8 Summary: social situations
522(1)
References and website information
523(1)
Appendix 1 Resources
Contents
524(1)
Templates on the website
525(1)
1 General resources
525(1)
2 Collecting information together
526(2)
3 Prioritising
528(2)
4 Generating useful questions
530(3)
5 Surveying
533(1)
6 Recording as you scan
534(1)
7 Monitoring progress
535(1)
References and website information
536(2)
Appendix 2 Individual, Personal Profile of Dyslexia/SpLD and Regime for Managing Dyslexia/SpLD
Contents
538(1)
Templates on the website
539(1)
1 Living confidently
540(2)
1.1 Individual, personal profile of dyslexia/SpLD
540(1)
1.2 Regime for managing dyslexia/SpLD
540(1)
1.3 Testing and developing your profile and regime
541(1)
1.4 Mental energy to manage dyslexia/SpLD
541(1)
2 Building up insights
542(3)
3 The tool box for living confidently
545(3)
4 Updating the tool box
548(2)
5 Negotiating accommodation
550(3)
References and website information
553(1)
Appendix 3 Key Concepts
Contents
554(2)
Templates on the website
556(1)
Context
556(1)
1 Thinking clearly (pausing)
557(2)
1.1 Breathing
557(1)
1.2 Relaxation
558(1)
2 Using the mind well
559(3)
2.1 Mind set
559(1)
2.2 Chunking
559(1)
2.3 Recall and check
560(1)
2.4 Memory consolidation
560(1)
2.5 Concentration
560(1)
2.6 Metacognition
560(1)
2.7 Objective observation
560(1)
2.8 Reflection
561(1)
2.9 Prioritising
561(1)
2.10 A model of learning
561(1)
3 Thinking preferences
562(3)
3.1 Sense-based: visual, verbal and kinaesthetic
562(1)
3.2 Rationale or framework
563(1)
3.3 Holistic vs. linear
563(1)
3.4 Motivation
563(1)
3.4.1 Myers-Briggs Personality Type
564(1)
3.4.2 Multiple Intelligences
564(1)
3.5 `Other'
565(1)
4 Useful approaches
565(3)
4.1 Materials and methods
565(1)
4.2 Model for developing organisation
566(1)
4.3 Comprehension
566(1)
4.4 Key words
566(1)
4.5 Know your goal
567(1)
4.6 Planning
567(1)
5 Aspects of dyslexia/SpLD
568(2)
5.1 Learned confusion
568(1)
5.2 Oldest memory trace
568(1)
5.3 Attention to learning
568(1)
5.4 Average level of language skills a disadvantage
568(1)
5.5 4 levels of compensation
568(1)
5.6 Pitfalls
569(1)
5.7 Accommodation
569(1)
5.8 Degrees of severity
570(1)
5.9 Stress
570(1)
5.10 Benefits of recognising the problems
570(1)
References and website information
570(2)
Glossary
Contents 572(1)
1 Table: Symbols 572(1)
2 Table: Specific Learning Difficulties (SpLDs) descriptions 573(1)
3 Table: Acronyms 574(1)
4 Table: Words and phrases, alphabetical list 575(5)
References and website information 580(2)
List of Templates on the Website
List of templates 582(6)
Index
Useful groups of entries 588(1)
Alphabetic entries 589
Ginny Stacey did not realise she was dyslexic until her mid-20s. The challenge of learning to play classical guitar helped her to understand how her dyslexic mind works. Committed to helping other dyslexics achieve their potential, she developed a range of highly effective techniques for supporting dyslexic students in studying all subjects and coping with life in general. The techniques are widely used in universities and colleges. She has become a nationally-recognised expert in the field.

Sally Fowler stepped into the dyslexic world in her late 40s. It was a revelation to see the impacts of her dyslexia clearly. She became an approved teacher for the British Dyslexia Association with an M.A. in special education. She taught dyslexics, both children in schools and students at university. In Oxford, she met Ginny Stacey: the collaboration of two dyslexic minds has brought a wealth of experience to the Living Confidently with Specific Learning Difficulties series.
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