Tackling Dyslexia And Learning Disabilities

Tackling Dyslexia and Learning Disabilities: A Memoir by Russell Goodacre is a memoir of self-help that goes on a journey looking back at Russell Goodacre's experiences with dyslexia throughout his life. His memoir details how he succeeded in school with proper help and guidance. An essential part of his memoir is to help people with learning disabilities know they can succeed even though struggles happen for people with learning disabilities. Tackling Dyslexia and Learning Disabilities: A Memoir by Russell Goodacre mostly follows a timeline with different chapters focusing on a period of Russell Goodacre's life and how he grew from a kid into an adult while facing adversity. There are chapters in the memoir that goes in-depth about what dyslexia and other types of learning disabilities are and how they can affect a person in different stages of their life, whether it's in school, work, or other elements of anyone's life. Sometimes you might not even know someone has a learning disability because they can be unnoticeable. He hopes the book helps people who do not have a learning disability or ever encounter someone with one, what it is like, and how it can be challenging for people with learning disabilities. Tackling Dyslexia and Learning Disabilities: A Memoir by Russell Goodacre is also a way for Russell Goodacre to thank many people he's met throughout his life personally. He's had many positive influences from family, friends, teachers, coaches, administrators, mentors, and many others named throughout the book. When determining what success would be for the book, Russell Goodacre hopes if it helps one person with a learning disability, then it's a success because he wanted to help those like himself who struggled with learning disabilities at some point in their life.

An approach to teaching the dyslexic child is described in this book, outlining not only the problems encountered by children with dyslexia when learning to read, write or spell but also of the nature of the task that the dyslexic child is trying to master.

This book describes an approach to teaching which is designed to take account not only of the problems encountered by children with dyslexia when learning to read, spell and write, but also of the nature of the task that the dyslexic child is trying to master. This second edition has been revised and expanded to include new approaches to the teaching of phonics, recent ideas about developing reading skills, the revised National Curriculum and the Code of Practice, and new developments in IT and software for teaching. There are completely new chapters covering early recognition, helping younger children, and difficulties with mathematics; and the sections on testing and monitoring work and on materials and games for teaching have also been expanded to form individual chapters.

In a world where conformation to academic and behavioural patterns is considered a yardstick for success and intelligence, even the so-called most normal children have serious problems in proving themselves. Now imagine a child born with learning difficulties. He might be extremely creative or a wizard at problem solving but thanks to conditions like dyslexia or dyscalculia, which are actually easily manageable, he would have problems in even getting integrated into the system. This book stemming from author's firsthand experience and sensitive approach, guides us in effectively handling the learning difficulties. Let's be aware and appreciate the uniqueness of our children, for they deserve all our love and understanding — they deserve the best!

If I can’t learn the way you teach, please teach me the way I can learn It is only when you read about real-life stories you want to believe that strategies work. The method suggested in Dyslexia Decoded have been tried and tested for more than two decades with different levels of difficulties, different students and a variety of situations. Processing information and using proper sound system results in learning differently, while styles of learning when incorporated in teaching, makes mild learning difficulties disappear. Emotional, social impacts of learning difficulties cannot be ignored as they cause greater harm than the difficulty itself. This book shows you just that and emphasizes the need to counsel students, teachers, parents and schools. Schools form a major part of children’s lives and when they take on the task of supporting the 10% of their population with specific learning difficulties they go beyond their own limitations and contribute a great deal to the lives of all children. A special school system is detrimental for children with specific learning difficulties even though it may seem to be the answer for other special needs. This book encourages schools to include students with specific learning difficulties, while guiding them to use the support which the Boards willingly give.

The new edition of Dyslexia is written for parents of dyslexic children and the professionals who work with them, and provides information on the role parents can play in supporting their dyslexic child. This updated edition contains new material and up-to-date discussions of current research and programs. Empowers parents by providing them with strategies for dealing with a wide range of concerns including dyspraxia and dyscalculia New sections cover post-school issues, the emotional needs of young people with dyslexia and information on how parents can help at home Features information on some of the more popular interventions for dyslexia, and critical evaluations of ‘alternative treatments’ Includes first–hand accounts of parents’ hopes, successes and setbacks, and extensive lists of organizations and resources

This book highlights the most recent developments in the area of research, policy and practice. All the authors are well known in the field of dyslexia and they will offer significant contributions at the forthcoming BDA conference ' Dyslexia: the dividends from research to policy and practice' to be held at Warwick University in March 2004. In addition to the opening chapter, which provides an overview of developments in dyslexia, there are also chapters on the research associated with neurological factors, the cerebellum, genetics and the links between research and practice. The policy section provides insights into policy developments from Europe, the UK and the United States, as well as polic developments relating to both children and adults. The practice section is comprehensive with chapters on multilingualism, the range of specific learning difficulties, ICT, mathematics, the implications for the classroom from the science of learning and the features of dyslexia friendly schools.

Packed full of activities, real-life case studies, tasks and suggestions, this informative book will equip teachers with the kind of practical knowledge needed to teach young children with dyslexia effectively. Tackling the subject in a clear and realistic way, the author encourages teachers to think critically in terms of the changing nature of special educational needs, and teaching and learning in early years. She addresses a variety of classroom issues, such as: assessment and identification of dyslexia summarising and commenting on current debates exploring the links between dyslexia, language, and social and emotional development the most effective instructional methods and teaching styles conducive to supporting pupils with dyslexia in early years settings. In addition the book considers the implications of current research for everyday classroom practice, makes recommendations for employing technologies and for accessing web-based information and resources.