This indispensable book critically sets out the skills and knowledge required by a specialist educator for students who present with dyslexia. The British Dyslexia Association Professional Criteria (BDA, 2012) provides an anchor throughout for this book's content. Chapters are explicitly mapped to specific professional criteria, offering the reader confidence that guidance in Key Perspectives on Dyslexia is underpinned by this internationally recognised professional framework.� �
Key issues in the education and care of those affected by dyslexia are critically explained and explored in this publication, using both author's years of specialist experience in this field. As established scholars both authors also suggest how research can inform and enrich how an educator responds to these issues.� �
The content of this book includes:
Detailed case studies disclosing how dyslexia presents in different individuals and which richly illuminate the issues considered by each chapter
A concise examination of reading instruction in the context of typically-developing students and in relation to those who present with dyslexia: this incorporates an expert but accessible review of international policy and educational practice, including influential findings from research
Detailed guidance on how to identify possible dyslexia and key issues to consider in referral and assessment of those affected, including associated models here such as Response to Intervention (RTI)�
Consideration of intelligence and in how this figures in relation to assessment for dyslexia, including the possible role of intellectual disability (ID).
Comprehensive evaluation of the role of behaviour in relation to dyslexia, with guidance on how this can be used to inform a programme of support for students with social, emotional or behavioural difficulties (EBD/SEBD).
Consideration of how the professional role of a specialist educator might travel across the English speaking world and also beyond in China or India.� �
Key Perspectives on Dyslexia is an essential text for educators and will become a landmark guide for educational practice and policy.� � �
David Armstrong is Lecturer in Special and Inclusive Education at the University of South Australia, having previously worked in the UK as a specialist teacher and as a researcher. Garry Squires is Director of the Doctorate in Educational Psychology programme at the University of Manchester, UK.
1. What is dyslexia 2. Some thoughts on Teaching Reading: The Standard Model of Reading and Dyslexia 3. Identification and Assessment 4. Dyslexia and Behaviour 5. Intellectual Disability, Dyslexia and Intelligence 6. Dyslexia in Higher Education Conclusion: Dyslexia, the Bio-psycho-social Model and Inclusion