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The Dyslexia Friendly Schools Toolkit
by Neil Mackay
A thought
provoking and detailed look at the potential to create dyslexia friendly
learning environments in the classroom, full of practical guidance, empowering
ideas and challenging assertions about inclusion.
"The toolkit... presents many
strategies for meeting diverse learning needs, and methods for overcoming
barriers to learning. These are clearly rooted in good practice and based on a
wealth of relevant experience that the author has deftly woven into the
narrative." Prof. Susan Tresnan, British Dyslexia
Association.
Contents:
Dyslexia - difficulty or
difference Understanding Dyslexia - removing
the barriers. Creating the feel-good factor
Spelling with a specific
difference Learning styles and preferences -
harnessing learning differences
Learning styles and comfort zones -
working from inside out Dyslexia friendly means
inclusion friendly - meeting diverse needs in mainstream
settings
Dyslexia and revision - learning how
to learn Maths as a
specific learning difference
Dyslexia and EAL - mind friendly
solutions The toolkit for the
dyslexia friendly classroom
Responding to individual needs through
classroom action The
dyslexia friendly classroom in the dyslexia friendly school
Putting it all together - the opportunity
to balance the cost.
Neil Mackay is well known in the UK
as an independent education consultant in Dyslexia and other SEN issues, who
previously worked as Senior Teacher and SENCO in a large comprehensive
school in North Wales. Neil originated the phrase and concept of Dyslexia
Friendly Schools, and works as a consultant to the BDA's "Dyslexia Friendly
Schools" initiative, delivering training to schools and FE colleges on
behalf of LEAs across the UK to develop inclusive practice for pupils with
dyslexia and other SEN needs, with particular reference to harnessing the power
of children's multiple intelligences.
How does the brain learn to
read?
What are the best techniques to teach the reading brain?
Why do some brains have problems learning to read?
A
fascinating study by a neuropsychologist on the mental processes of
literacy acquisition, written in accessible language and supported by diagrams
and other illustrations, this book will inform professionals and parents alike,
and will challenge many academics with its strongly put case for a balanced
approach to teaching reading.
Decoding and encoding
Auditory and Visual modules of the brain Direct recall
Upper and lower circuits Synthetic phonics
Analytic phonics Phonics and whole language
Developmental Dyslexia Neurological diversity
Patterns of Reading etc.
Duncan Milne completed
a PhD in Education and Psychology at the University of Aukland, New Zealand. His
research has been published in leading scientific journals including
Neuropsychology, Brain and Language, and Neurocase. He is also a director of
BESA and an accomplished international speaker on reading acquisition.
A concise reference for non-specialist teachers
Written By Janet Townend of the Dyslexia Institute,
“Understanding Dyslexia” covers the key areas of teaching dyslexic students in a
clear and practical manner that is relevant to the needs and understanding of
today’s busy teacher. After an introductory chapter “Specific Difficulties with
Learning”, the book goes on to cover phonological skills, assessment, principles
of teaching, teaching literacy, Dyslexia in the Classroom, Confidence-building,
and Dyslexia beyond school age.
Aptly illustrated with cartoons by Bill Tidy, this is a volume that should be on
every teacher’s shelf.
58 pages.
Published by the Dyslexia Institute.
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