Living with Dyslexia: The Social and Emotional Consequences of Specific Learning Difficulties

Living with Dyslexia: The Social and Emotional Consequences of Specific Learning Difficulties

Living with Dyslexia: The Social and Emotional Consequences of Specific Learning Difficulties

Living with Dyslexia: The Social and Emotional Consequences of Specific Learning Difficulties

Synopsis

Presenting case studies and interviews with all those concerned, combined with an up-to-date account of current thinking, Living With Dyslexia provides an accessible and realistic account of the condition.

Excerpt

I welcome the publication of Living with Dyslexia. It should be very useful as an introduction, especially to teachers and student-teachers in the ordinary classroom, who under current legislation have a duty to identify and seek help for children with specific learning difficulties. The Government Code of Practice (1993) lays down that schools must publish their policy for children with special needs, and must be prepared to demonstrate that their policy is being implemented. Moreover a recent House of Lords judgment (1995) made it clear that Local Education Authorities have a positive duty to provide teaching for children with dyslexia. Practical advice on identification and on teaching methods is therefore needed at all levels. Parents of dyslexic children will also get help and encouragement from the positive and non-technical style of this study.

Mary Warnock

(Baroness Warnock)

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