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

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

Label
Dyslexia and inclusion : classroom approaches for assessment, teaching and learning
Title
Dyslexia and inclusion
Title remainder
classroom approaches for assessment, teaching and learning
Statement of responsibility
by Gavin Reid
Creator
Subject
Language
eng
Cataloging source
DLC
http://library.link/vocab/creatorDate
1950-
http://library.link/vocab/creatorName
Reid, Gavin
Index
index present
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/subjectName
  • Dyslexic children
  • Inclusive education
Label
Dyslexia and inclusion : classroom approaches for assessment, teaching and learning, by Gavin Reid
Instantiates
Publication
Bibliography note
Includes bibliographical references and index
Contents
  • Professional involvement and perspectives
  • Collaboration
  • Further information and contacts
  • 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
  • Machine generated contents note:
  • Summary
  • 2.
  • Inclusion: issues and challenges
  • Social and medical models
  • Challenges
  • Some key points on inclusion
  • Communication
  • 3.
  • Inclusion: responding to the challenge
  • The problem with labels
  • 1.
  • 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
  • Dyslexia
  • 4.
  • Curriculum access
  • The student's learning profile
  • Identifying needs
  • Attainments
  • Formative assessment
  • Reflective practitioners
  • Assessment and intervention
  • Effective learning
  • Curriculum access: learning strategies
  • Introduction
  • Curriculum access: the learning context
  • 5.
  • Strategies and practical approaches
  • Reading for information
  • Reading comprehension
  • Self-questioning skills for comprehension
  • Pre-reading discussion
  • Writing
  • Brainstorming
  • Writing vocabulary
  • Dyslexia
  • Paired writing
  • Technical vocabulary
  • Spelling
  • Memory
  • Connections
  • Mathematics
  • Music
  • Dyslexia-friendly approaches to teaching
  • Motivation and effective learning
  • Creativity and learning styles
  • Core difficulties
  • 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 considerations
  • Interventions and dyslexia
  • Curriculum issues
  • Differentiation
  • Metacognitive assessment
  • Definitions
  • 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
  • Policy and reports
  • 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 comments
  • Flexibility
  • The need for training
  • Self-esteem
Control code
ocn668197128
Dimensions
30 cm
Edition
2nd ed
Extent
vii, 118 p.
Isbn
9780203108833
Isbn Type
(ebook)
Lccn
2012001398
Other physical details
ill.
System control number
(OCoLC)668197128
Label
Dyslexia and inclusion : classroom approaches for assessment, teaching and learning, by Gavin Reid
Publication
Bibliography note
Includes bibliographical references and index
Contents
  • Professional involvement and perspectives
  • Collaboration
  • Further information and contacts
  • 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
  • Machine generated contents note:
  • Summary
  • 2.
  • Inclusion: issues and challenges
  • Social and medical models
  • Challenges
  • Some key points on inclusion
  • Communication
  • 3.
  • Inclusion: responding to the challenge
  • The problem with labels
  • 1.
  • 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
  • Dyslexia
  • 4.
  • Curriculum access
  • The student's learning profile
  • Identifying needs
  • Attainments
  • Formative assessment
  • Reflective practitioners
  • Assessment and intervention
  • Effective learning
  • Curriculum access: learning strategies
  • Introduction
  • Curriculum access: the learning context
  • 5.
  • Strategies and practical approaches
  • Reading for information
  • Reading comprehension
  • Self-questioning skills for comprehension
  • Pre-reading discussion
  • Writing
  • Brainstorming
  • Writing vocabulary
  • Dyslexia
  • Paired writing
  • Technical vocabulary
  • Spelling
  • Memory
  • Connections
  • Mathematics
  • Music
  • Dyslexia-friendly approaches to teaching
  • Motivation and effective learning
  • Creativity and learning styles
  • Core difficulties
  • 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 considerations
  • Interventions and dyslexia
  • Curriculum issues
  • Differentiation
  • Metacognitive assessment
  • Definitions
  • 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
  • Policy and reports
  • 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 comments
  • Flexibility
  • The need for training
  • Self-esteem
Control code
ocn668197128
Dimensions
30 cm
Edition
2nd ed
Extent
vii, 118 p.
Isbn
9780203108833
Isbn Type
(ebook)
Lccn
2012001398
Other physical details
ill.
System control number
(OCoLC)668197128

Library Locations

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      -40.385340 175.617349
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