By Gavin Reid

Now totally up-to-date, Dyslexia and Inclusion goals to equip all lecturers with the required wisdom of dyslexia so that it will for it to be successfully understood and handled within the classroom.

The ebook relies round Reid’s 5 signposts for winning inclusion - acknowledging transformations, spotting strengths, figuring out what's intended by way of inclusion, making plans for perform, and making sure that the duty results are possible. In settling on the most important problems with inclusive perform, the ebook info present learn while additionally offering aid to satisfy the sensible wishes of the school room instructor. This hugely useful, topical and obtainable textual content contains chapters on:

  • effective learning
  • curriculum entry and differentiation
  • whole tuition approaches
  • specific ways in analyzing, spelling, writing and numeracy.

By realizing the the most important elements of dyslexia, lecturers might be pro-active and expect the kind of problems they could stumble upon. This e-book may be necessary to all lecturers seeking to aid their scholars with dyslexia and support them to fulfil their strength at school and within the wider community.

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Extra resources for Dyslexia and Inclusion Classroom Approaches for Assessment, Teaching and Learning

Sample text

What did I find easy? What was difficult? Teaching Approaches and Learning Strategies • • • • • Why did I find it easy or difficult? What did I learn? What do I have to do to accomplish this task? How should I tackle it? Should I tackle it the same way as before? In self-direction the following factors can be examined: • • • Is the learner able to direct his/her own learning? Are they aware of the expectations of the task? How much time should they spend on the task? Self-monitoring refers to the ability of the learner to monitor his/her own progress and to recognise if they are on the right track or not.

This involves helping the learner to engage with the topic in order to develop understanding and to connect the new information to their background knowledge of the subject. This can be done through the learner asking the most appropriate questions to develop this understanding. Many learners, including children with dyslexia, may have difficulty asking the right questions and need to rely on a structure and prompts provided by the teacher. This interaction helps the learner make connections between their existing knowledge and the new information to be learnt.

This term refers to the consolidation of skills that learners normally achieve through practice. It is suggested that children with dyslexia take a longer period of time and require more varied input than some other children to acquire automaticity. This can become clear when after a period of teaching a particular word or skill, the learner may still not have mastery in these skills. This can be particularly the case if there is a break such as a holiday or even the weekend, when the word and the skills associated with the word have not been used.

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Dyslexia and Inclusion Classroom Approaches for Assessment, by Gavin Reid
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