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.

The Dyslexia-Friendly Classroom

The dyslexia-friendly classroom

Chapter Objectives

By the end of this chapter you should:

  • have been reminded of the concept of ‘inclusion’ discussed in the Introduction, and considered how you can adapt your classroom and your teaching to ensure that dyslexic learners will be included. Remember:
    • It is clear from research and practice that what is educationally sound for dyslexic learners is of value to all, particularly when learning in a mainstream inclusive classroom. (Peer, 2004, p157)
  • have an overview of the types of adjustments that can be made to create the dyslexia-friendly classroom. Specific strategies and ideas for specific areas of the curriculum will be developed in Chapters 6 and 7. You should currently be focussing upon the types of differences that might apply to all aspects of ...
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