Children With Learning Difficulties (Special Needs in Ordinary Schools)

Education & Teaching

Montgomery, Diane

Schools & Teaching

Continuum Intl Pub Group

Providing an overview of the various understandings and approaches taken to dyslexia over the last 100 years, this text considers why men have traditionally taken the lead in dyslexia theory and research, whilst women have often been confined to practice.  Exploring how and why particular pathways in dyslexia theory, research and practice were historically pursued, whilst other potentially successful methods were not, Montgomery argues that gender bias has played a significant and often obstructive role in the development of our identification and understanding of dyslexia. Explaining why women and girls have often been under-represented in dyslexia clinics and in research, chapters trace the contributions made by dyslexia pioneers, analyse current problems within education and research systems, and document widespread patterns of misogyny and gender discrimination in the field. Montgomery links dyslexia history, current research paradigms and transgender experiences, to ask whether assumed male superiority has disadvantaged dyslexic learners, and whether it will continue to do so. In the process, she presents a new trajectory for research and practice.  A timely exploration of the impacts of gender discrimination on research and education, this text provides essential insight into the subtle impacts of sexism on dyslexic learners.

Dyslexia and Gender Bias

Reference

Routledge

Tackling Disadvantage and Underachievement in Schools: A Practical Guide for Teachers

This practical resource shows what teachers can do to combat&nbsp;disadvantage and underachievement&nbsp;in schools and&nbsp;from early years to secondary education. Written by an experienced teacher, teacher educator and chartered psychologist, the book highlights effective teaching and learning methods that can be used to overcome barriers to learning, satisfy different learning needs and help students achieve their full potential. Packed with up-to-date research, useful guidance and examples, the book explores what schools have done and what they can do without need for extra resourcing. It includes case studies that examine the types of underachievement patterns that are found across age ranges and, by detailing approaches in subject teaching, defines the nature of effective learning and shows what strategies can be used to meet these criteria. Moreover, the chapters provide: <ul> <li>An exploration into the central needs of underachieving and disadvantaged learners across the ability range</li> <li>Information about how to audit the provision and the needs</li> <li>Accessible resources for the classroom changes that need to be made to the education and training of teachers</li> </ul> Tackling Disadvantage and Underachievement in Schools is essential reading for teachers in early years education and&nbsp;primary and secondary schools, teachers in training and their educators, as well as leaders, policymakers, researchers and anyone interested in improving performance in schools.

With practical advice that can be immediately applied to a higher education setting, Teaching for Learning Gain in Higher Education provides materials and methods specifically designed to improve teaching, learning and assessment for students in higher education through student-centric methods. Considering how to improve students' learning strategies and thus their learning gain, this book answers key questions about how students can be helped to construct meaning and their own knowledge and knowledge hierarchies. Based in education and psychological theory, it examines nine cognitive approaches that have been tried and tested and explores how motivation can be both set up and maintained. Unpacking the concept of learning gain to be both accessible and constructive, this book includes chapters on: <ul> <li>The nature of higher learning gain and how programmes have achieved it</li> <li>Theories and practice of teaching and learning in higher education</li> <li>Problems and issues for distance and blended learning programmes</li> <li>Strategies to promote learning gain in higher education</li> </ul> Teaching for Learning Gain in Higher Education fully explores the nature of self-regulated learning and how it can be promoted and maintained to improve student learning. This book is ideal reading for anyone involved in teaching in higher education.

Teaching for Learning Gain in Higher Education

Politics & Social Sciences

Philosophy

Spelling, Handwriting and Dyslexia

This ground-breaking book argues that spelling and writing need to be given more consideration in teaching and remedial settings especially if dyslexic pupils are to be helped back up to grade level, and other pupils are to make more effective, quicker progress. Helping teachers and student-teachers to understand the valuable contribution spelling and handwriting makes to literacy development in primary and secondary schools, this book shows them how to overcome existing barriers to learning. Chapters cover key topics such as:  the nature of spelling and the impact of the National Literacy Strategy  the strengths and weaknesses of existing schemes for handwriting  the definitions of dyslexia and how common spelling errors by dyslexics are made  making effective links between strategic assessment and strategic interventions in schools  problem-based learning, underpinned by plenty of casestudies and real life classroom examples. Written by a well-known author in the field of literacy and dyslexia, this is a core text that will interest teachers, teacher educators, and undergraduate and postgraduate students in education and inclusion.

Spelling, Handwriting and Dyslexia: Overcoming Barriers to Learning

Words, Language & Grammar

This ground-breaking book argues that spelling and writing need to be given more consideration in teaching and remedial settings especially if dyslexic pupils are to be helped back up to grade level, and other pupils are to make more effective, quicker progress. Helping teachers and student-teachers to understand the valuable contribution spelling and handwriting makes to literacy development in primary and secondary schools, this book shows them how to overcome existing barriers to learning. Chapters cover key topics such as: <ul>
<li>the nature of spelling and the impact of the National Literacy Strategy </li> <li>the strengths and weaknesses of existing schemes for handwriting </li> <li>the definitions of dyslexia and how common spelling errors by dyslexics are made </li> <li>making effective links between strategic assessment and strategic interventions in schools </li> <li>problem-based learning, underpinned by plenty of casestudies and real life classroom examples.</li>
</ul>
Written by a well-known author in the field of literacy and dyslexia, this is a core text that will interest teachers, teacher educators, and undergraduate and postgraduate students in education and inclusion.

Sociology

Raising the Achievement of All Pupils Within an Inclusive Setting: Practical Strategies for Developing Best Practice

Schools everywhere are concerned with raising standards according to government requirements, particularly for those pupils who could be termed 'more able'. The key challenges revolve around government initiatives such as Every Child Matters, independent learning, inclusion and differentiation, thus making learning effective and successful for all pupils. The authors of this highly engaging book carried out extensive analysis of 12 key schools, selected for their representation of common challenging educational circumstances including working with children from: <ul>
<li>Multi-lingual and multi-ethnic communities</li> <li>Low socio-economic and disadvantaged communities</li> <li>Small rural schools and big inner city communities</li> <li>Schools with high levels of special educational needs</li> </ul>
All the case-study schools subscribe to the educational ethos of creating an environment for all pupils to discover their gifts and talents, and the authors show clearly how these findings can be applied in any school. Raising the Achievement of All Pupils Within an Inclusive Setting describes the strategies that have been developed to provide equal opportunities for all pupils, whilst accommodating different individual needs and rates of development. A major focus is on identifying and resolving underachievement in schools. Drawing upon intensive interviews with staff, pupils, parents and governors, the authors provide practical guidance for successfully raising motivation, achievement and educational standards in any school environment. Teachers, Gifted and Talented Co-ordinators and school leaders seeking guidance and inspiration from real-life schools will benefit from the down-to-earth, achievable advice offered in this book.

WALLACE, Belle

Winstanley, Carrie

Leyden, Sue

Pomerantz, Michael

Fitton, Sally

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Books by Montgomery, Diane