Dyslexia: A Practitioner's Handbook

Dyslexia: A Practitioner's Handbook

Dyslexia: A Practitioner's Handbook

Dyslexia: A Practitioner's Handbook

Synopsis

The main purpose of this new edition is to incorporate the most recent theoretical and practical research in the field of dyslexia and literacy and present it in a user friendly format for Practitioners. It refers to the most recent government reports on literacy and dyslexia in a number of countries such as, USA, UK, Canada, New Zealand and Australia. Each chapter has a summary at the start and, at the end, key points and ′points to consider′ are looked at.

Excerpt

I was very pleased to receive an invitation from Gavin Reid to write the foreword for this fourth edition of his Dyslexia: A Practitioner’s Handbook.

Gavin has been a great contributor to the entire dyslexia movement and he is now spreading his wings beyond Scotland, the country of his birth, to be involved in the Middle and Far East and North America, and has lectured in many other countries around the world on the subject.

I, for my part, am a dyslexic, who was only identified as such at the age of 41, when both my sons were struggling at school in Switzerland. Although it would have seemed that the school had no great knowledge of anything to do with learning disabilities at the time, they at least recognised that both my sons simply couldn’t keep up with the other class members in most of the subjects. They also had the sense to suggest that my sons be assessed and recommended a specialist in London who could undertake that.

This event had an immense impact on my life because on that very day, during the assessment of my son Mark, the professor involved asked if I personally had ever experienced learning difficulties, which of course I had, having failed almost every exam that my school was able to invent. I walked out of his consulting room with great relief; realising for the first time that I was not ‘stupid, dumb or thick’, but that I was a dyslexic.

I now commit an enormous amount of my life to the dyslexic movement, not just in Scotland (where I am President of Dyslexia Scotland) and in the rest of the UK (where I am a Vice-President of the British Dyslexia Association), but worldwide, trying to enhance the dyslexic movement, working with governments, ministers for education, university chancellors and deans of teacher-training colleges.

It is very apparent that even with the help that is currently being provided to support those children who are suffering with learning difficulties, unless we immediately integrate with the teacher-training colleges (who are prepared to restructure their curriculum) to ensure that every single new teacher that qualifies into the profession has the skills for the early recognition of children with learning disabilities, and knows how to progress them on to more developed specialists in the field, we are not going to fully deal with, or resolve, the problem.

The educational authorities in a great many countries have a lot to answer for, because to a large extent around the world, a great many educators have simply ignored a child or young person who cannot accomplish the simple skills that others find so easy. They cannot read, write or count correctly, they get blamed for being lazy, for . . .

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.