Dyslexia-friendly Practice in the Secondary Classroom: (Achieving QTS Cross-Curricular Strand Series)

The first guide of its kind written specifically for trainee and newly qualified teachers, this standards-based text explores the needs of dyslexic learners in mainstream secondary schools. In light of the current dyslexia-friendly schools initiative, it looks at organisational-level support for dyslexic children, together with pragmatic strategies which teachers can use to support children′s cross-curricular learning. Further, it includes case studies and practical tasks to build readers′ confidence in supporting Specific Learning Difficulties, as well as a range of coping strategies and practical advice, based upon the authors′ experience of working with dyslexic learners in different contexts over many years.

Table of Contents:
Introduction Section 1: What is dyslexia? Definitions and theories. What is dyslexia? Behaviours. What might you notice? How might you ‘measure’ dyslexia? Section 2: The role of the teacher The dyslexia-friendly classroom The dyslexic reader and writer in the secondary curriculum Personalising the teaching and learning environment across the curriculum Working with number and mathematics Study skills Section 3: Spreading the load Working as a team Managing behaviour The dyslexia-friendly school

About the Author :
Tilly Mortimore is a lecturer in Education Studies in the School of Education, Bath Spa University. She taught English and drama in a comprehensive school before setting up English departments in specialist schools for dyslexic learners. She has worked individually with dyslexic students of all ages and provided consultancy support and training for teachers on dyslexia, literacy and learning style in a range of international educational settings including schools and college. She then completed a PHD and joined the School of Education in Southampton University to lecture on PG MSc courses in dyslexia and inclusion for teacher education. She has published a book, ‘Dyslexia and Learning Style: A Practitioner’s Handbook’ and articles on dyslexia, learning style, inclusion and support services. She researches in dyslexia, inclusion and vulnerable learners. Jane Dupree is an education consultant and experienced trainer/practitioner in the development of literacy skills, thinking skills and study skills. Jane has worked with a wide range of schools delivering in-service training as well as developing programmes for Summer Literacy Schools. She is currently working as a consultant with Dyslexia Action as Course Director for the Hornsby Distance Learning Course in the theory, assessment and teaching of students with Specific Learning difficulties/dyslexia. She is also a tutor for those studying at Masters Level. Jane was responsible for the development of the first Dyslexia Unit within Essex LEA for secondary school students, a fully inclusive and successful unit.