The Dyslexia-Friendly Primary School: A Practical Guide for TeachersIs 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. |
Contents
| 3 | |
| 14 | |
| 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 |
Other editions - View all
The Dyslexia-Friendly Primary School: A Practical Guide for Teachers Barbara Pavey Limited preview - 2007 |
The Dyslexia-Friendly Primary School: A Practical Guide for Teachers Barbara Pavey No preview available - 2007 |
The Dyslexia-Friendly Primary School: A Practical Guide for Teachers Barbara Pavey No preview available - 2007 |
Common terms and phrases
assessment Barbara Pavey 2007 British Psychological Society Chapter child children experience children experiencing dyslexia children who experience children’s learning class teacher classroom practitioners Cloze concerned consider context criteria described DfES disability dyslexia provision dyslexia specialist dyslexia training dyslexia-friendly approach dyslexia-friendly classroom dyslexia-friendly initiative dyslexia-friendly policy dyslexia-friendly Quality Mark dyslexia-friendly school dyslexic dyslexic-type difficulties educational psychologists experience dyslexia focus focused friendly funding G Good Practice help children experiencing identified IEPs input knowledge LA’s language learners learning environment linked Mind Map multisensory National Curriculum National Literacy Strategy parents and carers Paul Chapman Publishing perspective phonological Photocopiable practical suggestions Practice Point Primary School Paul professionals programmes progress pupils requires School Paul Chapman Scotopic Sensitivity Syndrome self-evaluation/audit tool SENCo social model specialist teachers specific learning difficulties staff standards strategies Swansea Swansea University teaching technique understanding of dyslexia visual websites words
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 40 - Schools should not automatically assume that children's learning difficulties always result solely or even mainly from problems within the child. The school's practices can make a difference - for good or ill
Page 97 - Hillier, Y., 2002, Reflective Teaching in Further and Adult Education, London, Continuum Hornsby, B.
Page 19 - Opportunities should be created to encourage learners to operate outside of their learning preferences. Taking them outside their 'comfort zones', in a safe environment, will reveal hidden depths and, perhaps, unexpected weaknesses.
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).
Page 40 - Report Special Educational Needs (House of Commons Education and Skills Committee, 2006), suggests that unhappy experiences still occur. The importance of parents...