Written by authors with extensive experience of working with students with dyslexia, this book provides clear guidance and practical strategies for dyslexia-friendly practice for those working with young people aged 14 to 19 and adults in education or work-based training. Looking at how dyslexia impacts on learning, the authors suggest ways to improve the learning environment and explain how to help students develop the basic skills that will help them to make the transition from study to employment. Building on the latest research and understanding of dyslexia, they also consider overlapping syndromes, emotional and social issues, and funding.

Social and Emotional Aspects of Dyslexia-Friendly HE and FE

Social and emotional aspects of dyslexia-friendly HE and FE

Chapter Overview

The Importance of the Affective Domain

Current dyslexia literature acknowledges the relevance of emotional and affective factors in seeking to understand the impact of dyslexia upon learners in FE and HE. Pollak (2005) in particular considers the social and emotional domain, focusing upon the life stories of individual students. Emotional/affective factors are more powerful and engaging than cognitive ones, and current approaches to learning consider that the cognitive and affective domains are inextricably linked. Consequently, this chapter has an explicit point to make: that to take care of affective and emotional aspects in learning also enables educators to have access to, and develop, cognitive learning.

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