The Dyslexia-Friendly Primary School: A Practical Guide for Teachers

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SAGE, Aug 16, 2007 - Education - 120 pages
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Is your school dyslexia-friendly?

Beginning with a look at understanding dyslexia, this book shows you how to involve the whole school in order to achieve a dyslexia-friendly environment.

You will be able to:

- use an audit tool to discover how dyslexia-friendly your school is

- look at examples of successful dyslexia-friendly initiatives

- find information on funding and resources.

This book offers a step-by-step guide to creating a dyslexia-friendly classroom and whole-school environment.

Headteachers, deputy headteachers, class teachers, SENCOs, student teachers and literacy co-ordinators wanting to make their school more dyslexia-friendly will find this practical book extremely useful.

Barbara Pavey worked as a teacher and SEN specialist for many years and is now Lecturer in Learning Disabilities at The University of Manchester.

 

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Contents

1 Developing an Understanding of Dyslexia
3
2 A DyslexiaFriendly Focus
14
3 DyslexiaFriendly Perspectives
26
4 The Family View
37
5 The DyslexiaFriendly Initiative and the Local Authority LA
47
6 From the DyslexiaFriendly Local Authority LA to the DyslexiaFriendly School
58
7 From the DyslexiaFriendly School to the DyslexiaFriendly Classroom
69
Ways Forward
93
References
97
Index
101
Copyright

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Common terms and phrases

Popular passages

Page 5 - Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the 'word level', and implies that the problem is severe and persistent despite appropriate learning opportunities.
Page 5 - ... combination of abilities and difficulties which affect the learning process in one or more of reading, spelling and writing. Accompanying weaknesses may be identified in areas of speed of processing, short-term memory, sequencing, auditory and/or visual perception, spoken language and motor skills.
Page 8 - disability' as 'a physical or mental impairment which has a substantial and long term adverse effect on a person's ability to carry out normal day to day activities.
Page 97 - Hillier, Y., 2002, Reflective Teaching in Further and Adult Education, London, Continuum Hornsby, B.
Page 97 - Marsh AJ (2002) Resourcing Additional and Special Educational Needs in England: 10 Years On (1 992-2002) .National Foundation for Educational Research, Slough Ministry of Education C a S (2003) Financial Summary Memoranda.
Page 5 - It is particularly related to mastering and using written language, which may include alphabetic, numerical and musical notation (BDA website).

About the author (2007)

Barbara Pavey worked as a teacher and SEN specialist for many years and is now Lecturer in Education (SEN) at the University of Wales, Swansea.

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