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Key Perspectives On Dyslexia

Author: David Armstrong
Publisher: Routledge
ISBN: 1317629949
Size: 68.31 MB
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This indispensable book critically sets out the skills and knowledge required by a specialist educator for students who present with dyslexia. The British Dyslexia Association Professional Criteria (BDA, 2012) provides an anchor throughout for this book’s content. Chapters are explicitly mapped to specific professional criteria, offering the reader confidence that guidance in Key Perspectives on Dyslexia is underpinned by this internationally recognised professional framework. Key issues in the education and care of those affected by dyslexia are critically explained and explored in this publication, using both author’s years of specialist experience in this field. As established scholars both authors also suggest how research can inform and enrich how an educator responds to these issues. The content of this book includes: Detailed case studies disclosing how dyslexia presents in different individuals and which richly illuminate the issues considered by each chapter A concise examination of reading instruction in the context of typically-developing students and in relation to those who present with dyslexia: this incorporates an expert but accessible review of international policy and educational practice, including influential findings from research Detailed guidance on how to identify possible dyslexia and key issues to consider in referral and assessment of those affected, including associated models here such as Response to Intervention (RTI) Consideration of intelligence and in how this figures in relation to assessment for dyslexia, including the possible role of intellectual disability (ID). Comprehensive evaluation of the role of behaviour in relation to dyslexia, with guidance on how this can be used to inform a programme of support for students with social, emotional or behavioural difficulties (EBD/SEBD). Consideration of how the professional role of a specialist educator might travel across the English speaking world and also beyond in China or India. Key Perspectives on Dyslexia is an essential text for educators and will become a landmark guide for educational practice and policy.

Dyslexia And Mental Health

Author: Neil Alexander-Passe
Publisher: Jessica Kingsley Publishers
ISBN: 1784500682
Size: 32.41 MB
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Dyslexia is a complex condition that affects not only learning but every part of life. Experience or fear of social stigma can lead people with dyslexia to camouflage the difficulties they face, to withdraw and to adopt negative coping strategies, particularly if they lack adequate support, identification and intervention. This can have lasting impact on their emotional health. Neil Alexander-Passe is an experienced researcher and a special needs teacher in secondary mainstream education. He also has dyslexia. Neil uses his personal and professional experience to shed light on the complexities surrounding dyslexia and examines psychological theories such as ego-defence mechanisms and learned helplessness that reveal how people deal with its emotional impact. He offers guidelines and advice, illustrated with real life examples, about how to help people with dyslexia avoid harmful coping strategies and learn to deal with stress, anxiety and low self-esteem in more effective and psychologically positive ways. This book will help educational and clinical psychologists, teachers, mental health specialists, counsellors and therapists understand the emotional complexities of dyslexia.

Understanding Child And Adolescent Behaviour In The Classroom

Author: David Armstrong
Publisher: Cambridge University Press
ISBN: 1316441075
Size: 31.62 MB
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Understanding Child and Adolescent Behaviour in the Classroom is a vital guide for pre-service and in-service teachers, providing the tools to respond effectively and ethically to child and adolescent behaviour that is of concern. In this innovative book, expert authors offer 'positive rules' that will assist educators in their classroom practice. Key practical issues that are addressed include: • Building a purposeful and emotionally and psychologically positive classroom culture • Recognising and responding to children who present with social, emotional and behavioural difficulties (SEBD/EBD) • Using research to inform and enrich classroom practice around student conduct • Working collegially to respond to the social, emotional and/or behavioural needs of individual students, including those needs associated with poor mental health and/or child protection Cutting-edge research from psychology, behavioural science and education is accessibly presented to help develop professional expertise and knowledge in the area of child and adolescent behaviour.

Teacher Involvement In High Stakes Language Testing

Author: Daniel Xerri
Publisher: Springer
ISBN: 3319771779
Size: 76.81 MB
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This book advocates that teachers should play an active role in high-stakes language testing and that more weight should be given to teacher judgement. This is likely to increase the formative potential of high-stakes tests and provide teachers with a sense of ownership. The implication is that the knowledge and skills they develop by being involved in these tests will feed into their own classroom practices. The book also considers the arguments against teacher involvement, e.g. the contention that teacher involvement might entrench the practice of teaching to the test, or that teachers should not be actively involved in high-stakes language testing because their judgement is insufficiently reliable. Using contributions from a wide range of international educational contexts, the book proposes that a lack of reliability in teacher judgement is best addressed by means of training and not by barring educators from participating in high-stakes language testing. It also argues that their involvement in testing helps teachers to bolster confidence in their own judgement and develop their assessment literacy. Moreover, teacher involvement empowers them to play a role in reforming high-stakes language testing so that it is more equitable and more likely to enhance classroom practices. High-stakes language tests that adopt such an inclusive approach facilitate more effective learning on the part of teachers, which ultimately benefits all their students.

Multilingualism Literacy And Dyslexia

Author: Lindsay Peer
Publisher: Routledge
ISBN: 1317482956
Size: 72.27 MB
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This fully revised new edition provides advice on the identification, assessment and support of bilingual learners and assists practitioners in identifying the difference between literacy difficulties due to bilingualism or multilingualism and dyslexia. An essential text for staff development, it includes innovative approaches in technology and teaching programmes beneficial to multilingual learners and advice on learning additional languages. With contributions from experts from across the globe, this book will provide guidance on key themes, including: the assessment of multilingual learners the impact of dyslexia on bilingualism the literacy challenges facing learners from Indigenous cultures the role of the SENCO in identifying children with English as an additional language and Dyslexia the emotional needs of learners with bi/multilingualism and Dyslexia This book will provide guidance to anyone involved in literacy development and language learning. With the increase in international schools around the globe and the ever growing desire for parents to ensure that their children become proficient in English, this book will appeal to teachers, teaching assistants, specialists, and all other practitioners who work with bi/multilingual children.

Psychology And The Study Of Education

Author: Cathal Ó Siochrú
Publisher: Routledge
ISBN: 131529933X
Size: 53.30 MB
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Psychology and the Study of Education: Critical Perspectives on Developing Theories explores both the insights and applications that psychology can offer in a range of educational contexts. Introducing the reader to a wide variety of sources, from cutting edge research to key studies from the past, it offers new perspectives on the psychology of education. This includes re-examining core theories of learning, unpicking key learning processes and reconsidering the role of factors such as memory, creativity and gender in learning. Questioning myths and misconceptions, it challenges the reader to develop a critically reflective approach and asks them to reconsider the potential value of psychology in both understanding and influencing education. With discussion points and recommended readings provided in every chapter to enhance sessions and challenge students, issues explored include: Reconsidering what we think we know about the psychology of education. Memory: How we learn by remembering and imagining. Creativity: Creative learning and learning creativity. Reading, writing and dyslexia: Understanding the myths and exploring the challenges. Embodiment: The entanglement of brain, body and environment in learning. Social understanding: Learning to relate and its role in education. Gender: The origins of gender identity and its impact on education. Behaviourism: Taking a second look at its wider relevance to learning. Piaget: A fresh perspective on Piagetian theory and method. Vygotsky: Socio-cultural theories and collective learning. Your guide to the complex and evolving field that is psychology of education, this is an essential text for students of Education Studies, Disability Studies, Early Childhood or Childhood and Youth Studies and Teacher Education; ideal for anyone who has already been introduced to a little psychology and would like to know more, or anyone teaching psychology on an education course. Whether you are taking your first steps or looking for your next challenge, this book has something to offer anyone who wants to take their studies on the psychology of education to the next level.

Es War Einmal Die Emanzipation Der Dummlinge

Author: Cina Bugdoll
Publisher: GRIN Verlag
ISBN: 3640147936
Size: 71.47 MB
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Essay aus dem Jahr 2008 im Fachbereich Pädagogik - Heilpädagogik, Sonderpädagogik, Note: 1,0, Humboldt-Universität zu Berlin (--), Veranstaltung: --, 47 Quellen im Literaturverzeichnis, Sprache: Deutsch, Abstract: Der Fokus vorliegender Arbeit liegt auf der didaktischen Analyse des Märchens und seiner Anwendung im lernbehindertenpädagogischen Kontext. Damit gehen eindeutige Abgrenzungen einher - erstens auf der Ebene des Lerngegenstands, zweitens auf der Ebene der Adressaten sowie drittens auf der Ebene der Situation. Der Lerngegenstand rekrutiert sich aus dem Volksmärchen und schließt damit sowohl andere Lernbereiche (z.B. Mathematik, Sachunterricht und musisch-ästhetisches Felder) als auch andere Gegenstände des Literatur- und Sprachbereichs (z.B. Bilderbücher, Sachtexte) aus. Die Adressaten sind vermeintlich eindeutig als „lernbehinderte Kinder“ abgegrenzt. Jene Spezifizierung führt damit zum Ausschluss von Lerngruppen, die sich aus Erwachsenen zusammensetzen bzw. zur Grenzziehung zu Kindern, denen sich die Regelpädagogik in postmoderner arbeitsteiliger Manier zuwendet. Die Situation ist im pädagogischen Setting verortet, so dass psychotherapeutische und klinische Betrachtungen ausgeschlossen werden. Vor dem Hintergrund dieser dreifachen Abgrenzung konstruiert sich die spezifische Thematik, die im Fol-genden bearbeitet werden soll. Dabei wird eine dreiteilige didaktische Analyse den lernbehindertenpädago-gischen Einsatz von Märchen diskutieren, um darauf aufbauend die hier vorgenommenen Abgrenzungen zu eliminieren und die Arbeit unter dem Aspekt Einschlüsse mit generalisierenden Thesen abzuschließen. Die stoffliche Besinnung dient der Eingrenzung des Lerngegenstands (Abschnitt 2), während die psychologische Besinnung die Spezifizierung der Adressaten vornimmt (Abschnitt 3). Im dritten Schritt, in der pädagogischen Besinnung, wird die Passung des Märchens zur Personengruppe der lernbehinderten Kinder untersucht. Anhand (lernbehinderten-)pädagogischer Zielstellungen wird die Relevanz der „alten Geschichten“ für das hier eingegrenzte Setting diskutiert (Abschnitt 4) – und zwar innerhalb der Dichotomie von Hoffnung und Illusion.

Cognition Teaching And Assessment

Author: Michael Pressley
Publisher: Harpercollins College Division
ISBN: 9780673994004
Size: 76.29 MB
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Designed for upper division courses in learning, this text provides educators with knowledge essential for informed decision making. It focuses on the most recent research in educational psychology and examines the subject matter from strategic knowledge-based, metacognitive, motivational and biological perspectives. The book surveys current thinking on cognition and instruction, especially pertaining to maths, science, writing and reading and features up-to-date views on assessment and individual differences. Along with important traditional theories and research, the text covers all of the key figures in contemporary educational psychology.

Wie Ein Fisch Im Baum

Author: Lynda Mullaly Hunt
Publisher: cbt Verlag
ISBN: 3641160170
Size: 60.72 MB
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Ally ist elf Jahre alt und eine Einzelgängerin. An der Schule ist sie als Freak bekannt und den Lehrern ein Dorn im Auge. Dabei geht es Ally nur um eins: Um jeden Preis ihr Geheimnis zu wahren – sie kann weder lesen noch schreiben. Da kommt ein neuer Lehrer in die Klasse, Mr. Daniels. Im Gegensatz zu seinen Vorgängern beobachtet er Ally genau und findet bald heraus, dass Ally an einer Lese-Rechtschreibschwäche leidet und gleichzeitig hochintelligent ist. Langsam lernt Ally, ihm zu vertrauen und schließt nebenbei Freundschaft mit zwei anderen Außenseitern. Gemeinsam widersetzen sie sich mutig dem Mobbing ...

The Psychology Of Education

Author: Martyn Long
Publisher: Routledge
ISBN: 1136889213
Size: 75.96 MB
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Written in an accessible and engaging style, this second edition of The Psychology of Education addresses key concepts from psychology which relate to education. Throughout the text the author team emphasise an evidence-based approach, providing practical suggestions to improve learning outcomes, while fictional case studies are used in this new edition to provide students with a sense of what psychological issues can look like in the classroom. Activities around these case studies give students the chance to think about how to apply their theoretical knowledge to these real-world contexts. ‘Key implications’ are drawn out at appropriate points, and throughout the book students are provided with strategies for interrogating evidence. Key terms are glossed throughout the book and chapters are summarised and followed by suggestions for further reading. A chapter on Learning interactions and social worlds is new to this edition. The following chapters have all been extensively updated: Learning Assessment Individual differences and achievement Student engagement and motivation The educational context Society and culture Language Literacy Inclusive education and special educational needs Behaviour problems Dealing with behaviour problems. This book is essential reading for undergraduate students of Education Studies and Psychology as well as trainee teachers on BA, BEd and PGCE courses. It will also be of use to postgraduates training to be educational psychologists.