3rd Edition

Dyslexia and Inclusion Classroom Approaches for Assessment, Teaching and Learning

By Gavin Reid Copyright 2020
    116 Pages 7 B/W Illustrations
    by Routledge

    116 Pages 7 B/W Illustrations
    by Routledge

    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 Reid’s 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.


    1 Dyslexia and inclusion


    Dyslexia and inclusion


    Identifying needs and labelling

    Core difficulties


    Policy and reports


    2 Dyslexia and inclusion: Perspectives and research

    Research and implications for practice

    Characteristics of dyslexia

    The core difficulties: educational performance

    The role of the environment

    The role of the label

    Dyslexia as a difference


    Individuals with Disabilities Education Act (IDEA)

    3 Five signposts for successful inclusion


    1. Acknowledge the differences

    2. Recognise and acknowledge the strengths: positive dyslexia

    3. Defining inclusion

    4. Planning for practice

    5. Attainable outcomes


    4 Inclusion and intervention

    Intervention: reading

    Intervention approaches

    Reading: some key points

    Reading comprehension


    Creative writing






    Summary: inclusion-friendly approaches

    5 Curriculum access: Identifying needs

    Factors to consider for curriculum access

    The student’s learning profile

    Identifying the learner’s profile

    Identifying needs

    Assessment through problem solving


    Formative assessment in an inclusive school

    Assessment and intervention

    Barriers to learning

    Effective learning

    6 Curriculum access: Classroom approaches

    Curriculum access: the learning context

    Learning environment

    Learning preferences/styles

    Inclusion-friendly schools

    Inclusion-friendly approaches to teaching learners with dyslexia


    Curriculum access: learning strategies

    Motivation and effective learning

    Using technology in the classroom

    How dyslexia affects children’s learning

    How the teacher and the school can help

    Further strategies for curriculum access


    7 Curriculum access: Differentiation

    Information processing: strategies for support

    Output: presentation

    Differentiation in practice

    Differentiation: task and resources

    Presentation of material

    Differentiation using multi-sensory teaching: some points

    Differentiation by outcome

    Differentiation through support

    Differentiation: content, process and product

    Metacognitive assessment

    Subject differentiation

    Key issues


    8 Successful inclusion

    1. The learner

    2. Teacher

    3. Interventions

    4. The curriculum

    5. Management/school/home


    9 Resources and summing up

    Dyslexia and inclusion



    The need for training

    Further information and contacts




    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.

    "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