Specific Learning Differences What Teachers Need To Know Second Edition

The updated, straight-talking and accessible guide is ideal for teachers, teaching assistants, SENCOs, senior leadership and even home schooling parents who want to know more about supporting students with Learning Differences. Highlighting some of the more commonly encountered Specific Learning Differences (SpLD's), expert Diana Hudson concisely describes the signs of those that are most commonly encountered in the classroom. Covering: dyslexia, dyspraxia, dyscalculia, dysgraphia, autism spectrum condition, ADHD, OCD and featuring brand new chapters on Pathological Demand Avoidance (PDA), Sensory Processing Disorder (SPD) and tics and Tourette Syndrome, this book covers all the information you need, whilst reminding us that all neurodivergent children are individuals and have different qualities. Diana provides an overview of each identity and evaluates how you may need to adapt your levels of support in the classroom - as well as practical suggestions for modifying teaching materials and methods to make learning enjoyable, effective and accessible for all students. There are also dedicated chapters on helping students with SpLD's to improve their organisation and develop effective revision skills and exam techniques.

This book is intended to help language teachers to work effectively and successfully with students who have Specific Learning Differences (SpLDs). It enables teachers to gain a thorough understanding of the nature of SpLDs and how these affect both general learning processes and the mechanisms of second language acquisition. In addition, the book explores the particular inclusive methods and techniques of teaching and assessment that foster success in language learning. Language teaching is embedded in a wider social and educational context, and therefore the book also provides an in-depth discussion of general educational issues related to identifying and disclosing disabilities and to making transitions from one institution to the other. The content has been thoroughly updated and revised for the second edition, particularly in the areas of inclusive pedagogies, new evidence-based methods and tools for identifying SpLDs, and new conceptualisations of neurodiversity. The book also includes the latest research on assessment, transition and progression, and the impact of SpLDs on additional language learning.

"This edition provides a transformative snapshot of reading comprehension as a field of study at a seminal moment. It maintains the same high level of standards with respect to (1) historical perspectives useful for laying the foundation of study on reading comprehension; (2) theoretical perspectives that allow the reader to consider different views on how specific areas have evolved since the first edition; (3) excellent chapters on various elements of reading comprehension, including major research studies in assessment, cultural impacts of reading comprehension, issues affecting English language learners, and consideration of international populations; and (4) identification of future research needs to help raise important questions and stimulate possible hypotheses for future research"--

"This comprehensive handbook reviews the major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities. With contributions from leading researchers, the volume synthesizes a vast body of knowledge on the nature of learning disabilities, their relationship to basic psychological and brain processes, and how students with these difficulties can best be identified and treated. Findings are reviewed on ways to support student performance in specific skill areas/m-/including language arts, math, science, and social studies/m-/as well as general principles of effective instruction that cut across academic domains. Authoritative and up to date, the book also examines the concepts and methods that guide learning disability research and identifies promising directions for future investigation"--

Every generation has sought to make teaching and learning more inclusive and equitable, but pesky questions always remain, such as, how can teaching and learning be conducted in ways that satisfies and respects everyone? What are the parameters of an inclusive pedagogy? Who defines its principles? How should these principles be taught and by whom? And by what authority shall they be grounded? These types of thorny questions occupy the essence of educators and the authors of this book. This book is about teachers, educators, and topics related to inclusion. Teachers and educators have a lot to know, therefore the topics are broad and relevant to the times. What should teachers know about special needs, religion and spirituality, Aboriginality, the environment, tolerance, and school choice? Although teachers have knowledge of their subject matter, knowledge alone is not sufficient. They must know and understand how people learn. A teacher must also care deeply about who they teach. And this "teacher knowledge" grows and changes over time as teachers become more experienced, informed, skilled, and wiser. At the same time no teacher preparation will be sufficient because there will always be discussions that were never had and knowledge that was never shared. Time has its costs and there is only so much a formal education can prepare someone. This book helps to satisfy a cavity in learning for teachers and educators in general.

Written for teachers who want to know how to differentiate instruction for students with learning difficulties, the second edition of Differentiating Instruction for Students with Learning Disabilities draws upon the bestselling success of the first edition in explicitly showing what differentiated instruction is and how to use differentiated strategies in the classroom. With more concentration on brain-research, multiple intelligence, response to intervention (RTI), tiered instruction, and universal design for learning (UDL), William N. Bender provides the most comprehensive book on differentiated instruction and learning disabilities based on scientific research and with a practical, teacher-friendly approach. An updated reference section, brief "Teaching Tips" side bars, and thought-provoking new feature "Reflections" augment this powerful resource that educators can immediately use in the classroom with all students who have learning disabilities, who are at-risk, and who may have learning difficulties.

Annotation. The Australian Dyslexia Learning Difference Handbook 2014 Will be launched at this year's Learning Difference Convention in Sydney on 6 August Foreword by Sir Jim Rose Edited by Bernadette McLean and Jodi Clements Managing Editor Jillian Zocher Published by The Learning Difference Convention The Handbook is a compilation of articles from around the world, for those with, and those dealing with, dyslexia and learning differences. It includes content from some of the keynote speakers of the 2nd Learning Difference Convention in Sydney The Handbook is an annual publication and subscriptions are available as of 6 August 2014. The 2014 Edition includes contributions from: Sir Jim Rose Dr John Rack Prof Nicholson Bernadette McLean Jodi Clements Gavin Reid Niel McKay Walter Howe Fin O'Regan Francis Adlam Sylvia Moody Christobelle Yeoh Prof Denis Burham Caroline Bark Franois Nicoloff Amanda Tocci Brett Comerford Jeanette Davies.

This groundbreaking volume, now revised and updated, has given thousands of educators and clinicians a deeper understanding of executive function (EF) processes in typically developing children and those with learning difficulties and developmental disabilities. The book elucidates how PreK?12 students develop such key capacities as goal setting, organization, cognitive flexibility, working memory, and self-monitoring. Leading experts in education, neuroscience, and psychology explore the links between EF and academic performance and present practical applications for assessment and instruction. Exemplary practices for supporting students with EF difficulties in particular content areas--reading, writing, and math--are reviewed. ÿ New to This Edition *Expanded coverage of reading--chapters on recent fMRI research findings; working memory and reading; and self-regulation and reading comprehension. *Chapter on early childhood. *Chapter on embedding EF strategies in the curriculum *Updated throughout with a decade's worth of significant advances in research, theory, and educational best practices. ÿ See also Meltzer's authored book Promoting Executive Function in the Classroom, which provides easy-to-implement assessment tools, teaching techniques and activities, and planning aids. ÿ