The Dyslexia-Friendly Primary School: A Practical Guide for Teachers

Books

Barbara Pavey

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  • Front Matter
  • Back Matter
  • Subject Index
  • Copyright

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    List of Figures

    List of Figures

    Figure 5.1 Aspects of the value of a Mind Map® 56

    Figure 7.1 The continuous process of a quality cycle 78

    Acknowledgements

    I would like to thank the people who have encouraged me and helped me with comments. They include Rea Reason, Jean Salt, Paul Lismore, Kate Pearson, Lyn Middleton, Debbie Avington, Sue Sanders, Mike Bottery, and an anonymous reader.

    I would like to give particular thanks to Gill Harper-Jones, Educational Psychologist and Lecturer at Swansea University and Swansea Institute of Higher Education, for her contributions and advice; to Andrew Bedford, Finance Director of Rotherham Metropolitan Borough Council; and to Margaret Meehan, dyslexia tutor at Swansea University and independent dyslexia consultant.

    With regard to resources, I should mention that the dyslexia-friendly lesson plan was amended and developed from a format by Yvonne Hillier. The Dyslexia Accessibility Guide was developed from a differentiation guide written by Margaret Allen and me in 1993.

    Finally, I would like to thank the editorial team at Paul Chapman Publishing, Jude Bowen, Katie Metzler and Charlotte Saunders. I am very grateful for their support and advice, and for their considerable patience.

    Dedication

    This book is dedicated to

    Ron Pick

    Teacher and Friend

    About the Author

    Training originally as a primary teacher, Barbara Pavey later taught visual and performing arts, personal and social education, and English in a variety of educational settings, working also as a special educational needs (SEN) coordinator in a secondary school. She followed this with SEN administrative experience, working first as a statement officer for Doncaster LEA and then as the Education Officer for SEN for North Lincolnshire Council.

    Through this range of experience, Barbara has gained a deep understanding of children's learning needs, including the learning needs of children who experience dyslexia, and the strategies we can use to help them. Added to this has been the understanding and appreciation of the views of practitioners and families that inform this book.

    Barbara developed her dyslexia interest further while leading the SEN and dyslexia postgraduate programmes at Swansea University. In addition to her other educational and SEN qualifications, she holds a Postgraduate Diploma in SEN/Dyslexia and has AMBDA status.

    Barbara nows leads the dyslexia studies programmes at the University of Birmingham.

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  • References

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