Recent policy initiatives illuminate the need for greater teacher awareness about dyslexia in secondary and tertiary education. Yet the debates about dyslexia are often narrowly based and can exclude some teachers. This book attempts to open up the debate by bringing together different ways of talking and thinking about dyslexia. Fundamental questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of ???exploratory conversions??? between learners and tutors is recognised. The need to restructure ???the structured approach??? and to consider meta-affectivity as well as metacognition is explored. Practitioners in both secondary and tertiary sectors can gain ready access to contributions from internationally respected writers and teachers in the field. Alan Hurst???s preface refers to ???this important book??? as paving the way to a more truly inclusive attitude and approach to education in and beyond compulsory schooling.
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Recent policy initiatives illuminate the need for greater teacher awareness about dyslexia in secondary and tertiary education. Yet the debates about dyslexia are often narrowly based and can exclude some teachers. This book attempts to open up the debate by bringing together different ways of talking and thinking about dyslexia. Fundamental questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of ???exploratory conversions??? between learners and tutors is recognised. The need to restructure ???the structured approach??? and to consider meta-affectivity as well as metacognition is explored. Practitioners in both secondary and tertiary sectors can gain ready access to contributions from internationally respected writers and teachers in the field. Alan Hurst???s preface refers to ???this important book??? as paving the way to a more truly inclusive attitude and approach to education in and beyond compulsory schooling.
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Inside This Book
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First Sentence:
Educators and other professionals have become increasingly aware in recent years of the problems which may face the child with specific learning difficulties (SpLD), such as under-achievement, school failure and low self-esteem. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
Code of Practice, East Berkshire College, Standard Deviation, Leicester University, University of Central Lancashire, Postgraduate Diploma New!
Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Educators and other professionals have become increasingly aware in recent years of the problems which may face the child with specific learning difficulties (SpLD), such as under-achievement, school failure and low self-esteem. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
Code of Practice, East Berkshire College, Standard Deviation, Leicester University, University of Central Lancashire, Postgraduate Diploma New!
Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 100
books:
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1
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cites this book:
- Dimensions of Dyslexia: Literacy, Language and Learning (v. 2) by Gavin Reid on 4 pages
- Developmental Psychology (Longman Essential Psychology Series) by Peter Elwood Bryant in Back Matter (1), Back Matter (2), and Back Matter (3)
- Differentiation and the Secondary Curriculum: Debates and Dilemmas by Susan Hart in Back Matter (1), and Back Matter (2)
- Overseas Students in Higher Education: Issues in Teaching and Learning by Robert Harris on page 54, and Back Matter
- Language and Literacy (High/Scope Preschool Key Experiences) by J. Maher in Front Matter, and Back Matter
See all 100 books this book cites
- Dyslexia : A Psychosocial Perspective by Morag Hunter-Carsch on 11 pages
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