Dyslexia-Friendly Further and Higher Education
- Barbara Pavey - Lecturer in Higher Education, Training Dyslexia Specialists in the North of England
- Margaret Meehan - Coordinator of Specialist Tuition at Swansea University
- Alan Waugh - Programme Area Manager for Additional Support at City College, Coventry
Higher & Further Education (general) | Specific Learning Difficulties
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 characteristics, emotional and social issues and funding.
The book includes:
- visual chapter summaries
- case studies drawn from practice
- ideas for dyslexia-friendly written work, and lab and bench work
- international perspectives
- a selection of resources
- model lesson plans and useful checklists
This is essential reading not only for those studying dyslexia-focused programmes at Master's level, but also for mainstream practitioners wishing to improve their dyslexia knowledge and practice, and an ideal resource for professionals working in a school, college, university or adult setting, or delivering training and consultancy in this field.
Barbara Pavey is a Senior Lecturer in Education at York St John University.
Margaret Meehan is the Dyslexia Coordinator at Swansea University.
Alan Waugh is Programme Area Manager for Additional Support at City College, Coventry.
With increasing numbers of students identified as dyslexic entering further and higher education, this is a very timely book.
It provides useful practical guidance for student support at individual, class and institutional level.
really helpful for staff teaching students with dyslexia, but also allows more recently diagnosed students to understand how to approach learning better for themselves.
will be used in student workshops, very informative
also useful to underpin staff training
valuable reading material which helps people to understand dyslexia in educational environments.
This book gives the reader the benefits of the extensive experience of the authors; thus enabling adaptive and supportive strategies that benefit both FE and HE students and tutors alike. Relevant case studies, policy, and research are used to provide the necessary understanding to promote dyslexia friendly education. This book is therefore recommended reading for anyone working within education.
My motivation for ordering this copy was to inform my role as Student Champion with the School of Health and Social care at Lincoln University rather than recommending directly to students. I will find this resource really useful when engaging with year one students, identifying their additional learning needs and thinking about useful strategies they might adopt.
Having said this there are a number of areas within this well written and informative book that I will be drawing to students attention, especially ladder reading and other techniques.
I really liked the focus on dyslexia friendly learning environments and organisations. This makes this book stand out from other leading resources such as Tilly Mortimore`s "Dyslexia and Learning Style". Whilst the latter book is excellent it is helpful to have a book that keeps in mind the culture and behaviour of learning institutions rather than focusing on problems related to the individual learner needs.
If I compare the two books, I note that Mortimore`s presentation is more accessible to readers with dyslexia in the way it sets out the written information with headings, bullet points and more use of diagrams,tables and pictures.
For those of us interested in partnerships for learning and staff-student collaboration, this is useful to inform practice in terms of how learners and teachers can identify and meet their respective learning responsibilities. The chapter on international students was welcome although perhaps might have been more meaty and informative, likewise distinctions between dyslexia, dyspraxia and dyscalculia might have warranted more attention in chapter 5.I did not feel that the latter two areas were adequately covered.
But in all other respects this is a useful addition to the very thin amount of well informed resources available to support more inclusive teaching and learning at a key point in where policy and funding within the HE is changing and funding for disabled students will soon reduce to the tune of 70% from Sept 2015.
An outstanding read. Pavey, Meehan and Waugh nail down the key strands of focus for tutors in FE and HE whether your a practicing tutor or an accredited assessor.
I've recommended this text to learners across all educational programmes I deliver on.
This has useful focus on different sectors, identifying similarities and differences. Brings key issues to staff attention. Accessible style.
A very useful book that gives a broader view than just health related reflective books and articles. A logical and thorough view of professional reflection for practice.
Clearly written text which will help teachers support students with dyslexia