The first guide of its kind written specifically for trainee and newly qualified teachers, this standards-based text explores the needs of dyslexic learners in mainstream secondary schools. In light of the current dyslexia-friendly schools initiative, it looks at organisational-level support for dyslexic children, together with pragmatic strategies which teachers can use to support children's cross-curricular learning. Further, it includes case studies and practical tasks to build readers' confidence in supporting Specific Learning Difficulties, as well as a range of coping strategies and practical advice, based upon the authors' experience of working with dyslexic learners in different contexts over many years.

Working as a Team

Working as a team

Chapter Objectives

By the end of this chapter you should:

  • understand the roles and responsibilities of team members: teacher, SENCo, teaching assistant, Senior Management team, LA specialist support team, other outside agencies, parents/carers, peers and the student;
  • understand the graduated response of School Action, School Action Plus and the Statementing Process in providing for a student's special educational needs as part of the SEN Code of Practice (2001), together with your role and responsibilities;
  • have reflected on the management of teaching assistants and the impact of working with teaching assistants in your own classroom;
  • understand the function of Individual Education Plans, Group Education Plans and your role in providing and monitoring their effectiveness;
  • have reflected on best practice in making parents/carers of students with dyslexia ...
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