Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and Learning

Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and Learning

Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and Learning

Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and Learning

Synopsis

Now fully updated, Dyslexia and Inclusionaims to equip all teachers with the necessary knowledge of dyslexia in order to for it to be effectively understood and dealt with in the classroom.

The book is based around Reid's five signposts for successful inclusion - acknowledging differences, recognizing strengths, understanding what is meant by inclusion, planning for practice, and ensuring that the task outcomes are attainable. In identifying the key issues of inclusive practice, the book details current research whilst also providing support to meet the practical needs of the classroom teacher. This highly practical, topical and accessible text includes chapters on:

  • effective learning
  • curriculum access and differentiation
  • whole school approaches
  • specific approaches in reading, spelling, writing and numeracy.

By understanding the crucial aspects of dyslexia, teachers can be pro-active and anticipate the type of difficulties they may encounter. This book will be beneficial to all teachers looking to support their students with dyslexia and help them to fulfil their potential in school and in the wider community.

Excerpt

Since the first edition a great deal of progress has been made in embedding dyslexiafriendly policies and practices into mainstream education. Research and government policies in the UK, USA, Canada, Australia and New Zealand are providing a sharp edge to the need to provide full curricular access to all and eradicate any disparity and inequality in meeting the needs of students such as those with dyslexia. There is still a need for specialist programmes but teachers in mainstream primary and secondary still have a major role to play. It is important that they equip themselves with the knowledge and the understanding of dyslexia, what it is, how it is recognised and importantly how it can be effectively dealt with.

In the first edition I acknowledged five signposts for successful inclusion. These were acknowledging differences, recognizing strengths, understanding what is meant by inclusion, planning for practice, and ensuring that the task outcomes are attainable. These points still hold true today. It is the intention of this book to develop and extend these points substantially and to indicate very clearly that the needs of students with dyslexia can and should be met in mainstream education. To achieve this however there needs to be a significant redesign of training to ensure that dyslexia and the other specific difficulties are considered and placed high on the agenda in training courses, both undergraduate and postgraduate, and play a major role in schools’ ongoing professional development programmes.

I hope this book can play a part in this area of development and that the ideas, strategies and resources highlighted in this book can prove to be beneficial to all, supporting students with dyslexia and helping them fulfil their potential in school and in the wider community.

Dr Gavin Reid Vancouver, Canada January 2012 . . .

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