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.

Personalising the Teaching and Learning Environment Across the Curriculum

Personalising the Teaching and Learning Environment Across the Curriculum

Personalising the teaching and learning environment across the curriculum

Chapter Objectives

By the end of this chapter you should:

  • be able to apply all that you have learnt so far to the full range of the secondary school curriculum;
  • be able to offer the very best learning situation to any learner in your class with dyslexic type difficulties;
  • understand more about specialist subject areas and how students can be offered ways to deal with the special demands that they make.

This chapter will target the following Professional Standards for QTS and Core:

Q10, Q11, Q12, Q17, Q26, C31, C32, C33, C35, C37a


The development of literacy and support for vulnerable learners is no longer seen as the province of the English or ‘special needs’ ...

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