The Resource Dyslexia and inclusion : classroom approaches for assessment, teaching and learning, Gavin Reid

Dyslexia and inclusion : classroom approaches for assessment, teaching and learning, Gavin Reid

Dyslexia and inclusion : classroom approaches for assessment, teaching and learning
Dyslexia and inclusion
Title remainder
classroom approaches for assessment, teaching and learning
Statement of responsibility
Gavin Reid
Now fully updated, Dyslexia and Inclusion aims 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. 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
Member of
Cataloging source
Dewey number
  • 371.91/44
  • 371.9144
index present
LC call number
LC4708 .R452 2012
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
Series statement
David Fulton / Nasen
Dyslexia and inclusion : classroom approaches for assessment, teaching and learning, Gavin Reid
Description based upon print version record
Bibliography note
Includes bibliographical references (pages 104-113) and index
  • net
Carrier category
online resource
Carrier MARC source
Content category
Content type MARC source
  • Front Cover; Dyslexia and Inclusion Classroom approaches for assessment, teaching and learning; Copyright Page; Contents; Introduction; 1 Dyslexia; Introduction; Dyslexia; Core difficulties; Definitions; Policy and reports; Professional involvement and perspectives; Cognitive research; Implications for teaching; Hidden disability; Programmes and resources; Characteristics of dyslexia; The core difficulties -- educational performance; The role of the environment; The role of the label; Dyslexia as a difference; Summary; 2 Inclusion: issues and challenges; Social and medical models; Challenges
  • 5 Strategies and practical approachesReading for information; Reading comprehension; Self-questioning skills for comprehension; Pre-reading discussion; Writing; Brainstorming; Writing vocabulary; Paired writing; Technical vocabulary; Spelling; Memory; Connections; Mathematics; Music; Dyslexia-friendly approaches to teaching; Motivation and effective learning; Creativity and learning styles; Using technology in the classroom; How dyslexia affects children's learning; How the teacher and the school can help; Communication
  • 6 Supporting the learner: practical approaches and further considerationsInterventions and dyslexia; Curriculum issues; Differentiation; Metacognitive assessment; Mathematics; Music; Information processing: strategies for support; Teaching -- principles; Examples of software to support literacy; Teacher modelling; Self-questioning; Other support approaches; Phonological awareness approaches; Paired reading; Toe by Toe: A Multisensory Manual for Teachers and Parents (Cowling and Cowling, 1993); Learning strategies; Planning for learning in the secondary school; Key issues; Comment
  • 7 Concluding commentsFlexibility; The need for training; Self-esteem; Collaboration; Further information and contacts; References and further reading; Index
  • Some key points on inclusionCommunication; 3 Inclusion: responding to the challenge; The problem with labels; The role of the community; School level; Meeting needs; Proactive approaches; Issues; Inclusive cultures; Individuals with Disabilities Education Act (IDEA); Five features of successful inclusion; Key factors; Comment; 4 Curriculum access; The student's learning profile; Identifying needs; Attainments; Formative assessment; Reflective practitioners; Assessment and intervention; Effective learning; Curriculum access: learning strategies; Curriculum access: the learning context
Control code
Second edition
1 online resource (vii, 118 pages)
Form of item
Media category
Media MARC source
Specific material designation
System control number
  • (OCoLC)869727381
  • pebco0203108833

Library Locations

    • Deakin University Library - Geelong Waurn Ponds CampusBorrow it
      75 Pigdons Road, Waurn Ponds, Victoria, 3216, AU
      -38.195656 144.304955
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