1st Edition

Identifying and Supporting Children with Specific Learning Difficulties Looking Beyond the Label to Support the Whole Child

By Pamela Deponio, Christine Macintyre Copyright 2003
    122 Pages
    by Routledge

    128 Pages
    by Routledge

    Many children experience difficulties which impact on their learning at home and school. Some children are considered to have a specific learning difficulty such as dyslexia or dyspraxia, but other children display a range of indicators which cross the boundaries of specific named 'conditions'. If teachers are to offer appropriate support, the authors of this highly practical book argue that they must look beyond the label to assess the whole child.

    This is an informative book which:

    * encourages teachers to consider children as individuals rather than attempting to match them to existing sets of indicators
    * pinpoints the overlap of indicators within different specific learning difficulties
    * considers the process of assessment
    * explains the implications of the children's difficulties
    * offers tried-and-tested strategies to promote inclusive learning.

    Teachers, teaching assistants, Special Educational Needs Co-ordinators and students undertaking teacher education courses will all find this a refreshingly accessible book.

    1. Raising the issues: an overview 2. Assessment: communication, investigation and speculation 3. Understanding co-occurrent difficulties: sensory perception and integration 4. Understanding co-occurrent difficulties: cognition, literacy and social communication 5. Understanding co-occurrent difficulties: movement fluency, confused laterality, rhythm and timing 6. Inclusive approaches for children with specific learning difficulties


    Dr Christine MacIntyre is a lecturer at the School of Education, University of Edinburgh.
    Dr Pamela Doponio is also a lecturer in Special Needs at the University of Edinburgh.

    ' This is a book not to miss and it's refreshingly accessible. These authors don't just preach inclusion, they practise it.' - Times Educational Supplement