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Author Pavey, Barbara
Title Dyslexia-Friendly Further and Higher Education
Imprint London : SAGE Publications, 2009
book jacket
Edition 1st ed
Descript 1 online resource (131 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Note Cover Page -- Title Page -- Copyright Page -- Dedication Page -- Contents -- Acknowledgements -- About the authors -- Introduction -- 1 Dyslexia and the implications for 14-19 and adult learning -- Responsibilities, duties and requirements - what are we expected to do? -- Putting dyslexia into context -- The origins of the dyslexia-friendly approach -- The dyslexia-friendly initiative in post-16 education -- Developing literacy-based practice in FE and HE: anchors and keys -- The debate: is there such a thing as dyslexia? -- Key technique: create a dyslexia-friendly learning setting -- What does the Code of Practice say about making reasonable adjustments? -- Case study: Mike -- who tutors the tutor? -- Summary -- 2 The dyslexia-friendly college -- FE dyslexia policy and practice -- Widening participation -- Provision and pedagogy -- Transition -- How is dyslexia identified in FE? -- Initial assessment -- Assessment implications -- The role of the support tutor -- The debate: is there a difference between adult dyslexia and childhood dyslexia? -- Key technique: alternative assessments -- What does the Code of Practice say about students in FE? -- Case study: David -- fearing for his job -- Summary -- 3 Dyslexia-friendly higher education -- Dyslexia in HE and the relationship to professional standards -- Fitness to practice -- The impact of lifelong learning policy -- Identification and screening -- What does the specialist support tutor do? -- The relationship of dyslexia and degree type/classification -- Assessment implications and the question of examinations -- HE dyslexia policy -- The debate: does discrepancy-based assessment present a problem in HE? -- Key technique: ladder reading -- What does the Code of Practice say about students in HE? -- Case study: Sanjay -- saying his obvious ability was not reflected in exams -- Summary
4 Dyslexia-friendly written work -- Scholarship and written exposition -- The nature of the written task -- Assessment of written work -- The role of ICT and assistive technology -- The role of libraries -- The debate: is proofreading acceptable? -- Key technique: structure the assignment -- What does the Code of Practice say about written tasks? -- Case study: Ted -- the missing sticker -- Summary -- 5 Dyslexia-friendly laboratory and benchwork -- The relationship of dyslexia to the demands of laboratory and bench work -- The skills needed for lab and bench work -- The different types of lab and bench work demanded in FE and HE -- Lab and bench work - the FE perspective -- Dyslexia, mathematics and science -- Dyscalculia -- Dyspraxia -- Field trips -- Dyslexia-friendly practice in lab and bench work -- The debate: is dyslexia a separate learning difficulty from dyscalculia? -- Key technique: memorising technical words -- What does the Code of Practice say about lab, bench and field work? -- Case study: Portia -- can colour-coding be used? -- Summary -- 6 The post-14 context -- The development of 14+ provision in FE -- Diplomas -- Transition at 14 -- The demands of a vocational perspective -- The debate: are there tensions between the different emphases and expectations in 14+ FE provision? -- Key technique: flashcards -- What does the Code of Practice say about adjustments for all students? -- Case study: Amelia -- a challenging student -- Summary -- 7 Social and emotional aspects of dyslexia-friendly HE and FE -- The importance of the affective domain -- Self-esteem, self-image, self-concept and self-confidence -- Late identification of dyslexia -- When emotional considerations overlap with mental health issues -- The debate: is dyslexia used as an excuse? -- Key technique: plan lessons and lectures to anticipate dyslexia needs
What does the Code of Practice say about affective and emotional considerations? -- Case study: Loni -- tutor time lost in tears -- Summary -- 8 National and international perspectives -- Dyslexia - a global phenomenon -- Dyslexia in the UK -- European perspectives -- Dyslexia in the US, Canada, Australia and New Zealand -- A student with dyslexia studying abroad -- Dyslexia and English as an alternative language -- The debate - how can dyslexia be identified amongst students for whom English is an alternative language? -- Key technique: prepare resources using the dyslexia-friendly practices -- What does the Code of Practice say about students from beyond the UK? -- Case study: Fredy -- a man of many languages -- Summary -- 9 Dyslexia and disability-friendly perspectives -- Theorising dyslexia: the present position -- Dyslexia and other difficulties -- Neurodiversity -- Visual stress, scotopic sensitivity, Meares-Irlen syndrome -- The debate - is dyslexia a disability? -- Key technique: change the colour of the computer screen -- What does the Code of Practice say about diversity of disability? -- Case study: Grace -- experiencing co-occurring learning needs -- Summary -- Appendices -- References -- Index
This is a guide to inform on how dyslexia affects learners, prompt discussion on issues that will arise in the classroom and offers advice on good practice
Description based on publisher supplied metadata and other sources
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Link Print version: Pavey, Barbara Dyslexia-Friendly Further and Higher Education London : SAGE Publications,c2009 9781847875860
Subject Learning disabled -- Education (Higher) -- Great Britain.;Dyslexics -- Education (Higher) -- Great Britain.;Dyslexia
Electronic books
Alt Author Meehan, Margaret
Waugh, Alan
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