By Tilly Mortimore
The 1st consultant of its variety written in particular for trainee and newly certified academics, this standards-based textual content explores the desires of dyslexic novices in mainstream secondary colleges. In gentle of the present dyslexia-friendly colleges initiative, it appears to be like at organisational-level aid for dyslexic teenagers, including pragmatic techniques which academics can use to aid little ones s cross-curricular studying. additional, it comprises case reviews and useful projects to construct readers self assurance in assisting particular studying problems, in addition to a number of coping ideas and functional suggestion, established upon the authors adventure of operating with dyslexic novices in several contexts over decades.
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Additional resources for Dyslexia-friendly Practice in the Secondary Classroom
However at school, with its timetables and need for specific equipment at specific times, a seemingly able student can exasperate teachers by his disorganisation, which can be seen as a sign of laziness or lack of commitment. Orientation and left–right confusion is possibly linked with the late development of handedness in some people with dyslexia, many of whom have problems with visuo-spatial orientation and ’left’ and ’right’ due, perhaps, to labelling or memory difficulties. As a result some people with dyslexia find it hard to follow a map or plan.
When required to fill out a work book and to talk about his findings, for which a prize had been offered, he panicked and threatened to revert to the behaviours previously recorded, stating it was pointless as his work would be hopeless anyway. When offered a scribe he provided some sound ideas. He didn’t win a prize for his workbook but, to his amazement – and his Mum’s delight – did get the prize for the person who had shown the most consistent interest and involvement. Whether this will have a knock-on effect on his confidence and behaviour in lessons has yet to be seen.
For those who never receive a formal diagnosis of dyslexia there are other ways of measuring dyslexia that are available to schools. These can be used to note students’ patterns of strengths and weaknesses in order to provide them with support throughout school and to act as guidance in correct placement on the Code of Practice for SEN. Screening tools and processes A screening process is an attempt to identify individuals within a group who are likely to present with a specific set of patterns you are looking for.