Dyslexia and Inclusion : Classroom Approaches for Assessment, Teaching and Learning book cover
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3rd Edition

Dyslexia and Inclusion
Classroom Approaches for Assessment, Teaching and Learning





ISBN 9781138487499
Published November 13, 2019 by Routledge
116 Pages 7 B/W Illustrations

 
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Book Description

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.

Table of Contents

Introduction

1 Dyslexia and inclusion

Introduction

Dyslexia and inclusion

Dyslexia

Identifying needs and labelling

Core difficulties

Definitions

Policy and reports

Rights

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

Inclusion

Individuals with Disabilities Education Act (IDEA)

3 Five signposts for successful inclusion

Introduction

1. Acknowledge the differences

2. Recognise and acknowledge the strengths: positive dyslexia

3. Defining inclusion

4. Planning for practice

5. Attainable outcomes

Comment

4 Inclusion and intervention

Intervention: reading

Intervention approaches

Reading: some key points

Reading comprehension

Writing

Creative writing

Memory

Connections

Maths

Music

Resources

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

Attainments

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

Self-esteem

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

Summary

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

Summary

8 Successful inclusion

1. The learner

2. Teacher

3. Interventions

4. The curriculum

5. Management/school/home

Comment

9 Resources and summing up

Dyslexia and inclusion

Inclusion

Flexibility

The need for training

Further information and contacts

References

Index

...
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Author(s)

Biography

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.

Reviews

"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