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The Little Book of Dyslexia: Both Sides of the Classroom (Hardback)
  • The Little Book of Dyslexia: Both Sides of the Classroom (Hardback)

The Little Book of Dyslexia: Both Sides of the Classroom (Hardback)

(author), (editor)
Hardback 176 Pages / Published: 19/04/2013
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A book for teachers, carers, parents or anyone involved in Special Educational Needs (SEN), that shares Joe Beech's story but, more importantly, is full of practical ideas that can be used by students with dyslexia and by teachers teaching children with dyslexia and dyspraxia in the classroom. The Little Book of Dyslexia references both personal experience and current applied research and findings in order to highlight issues faced by people with dyslexia. It looks at a number of strategies and lesson ideas which can be used both inside and outside the classroom to help students with dyslexia and specific learning difficulties. It also lists various resources which can be used alongside these strategies to create a successful learning environment for those with dyslexia. The book progresses through the various challenges that are faced at different age ranges, and support needed, starting with the youngest in early years, including some of the early signs you may see with dyslexia, moving up through primary and secondary school and finally onto higher education and university and being a student teacher. An outstanding guide for students, teachers, Special Educational Needs Coordinators (SENCO's) and parents.

Publisher: Independent Thinking Press
ISBN: 9781781350102
Number of pages: 176
Weight: 249 g
Dimensions: 174 x 124 x 23 mm

Reviewed by Roger Pask, Education Leadership and Management Consultant, Facilitator and Coach.
This may be a 'little book' but it is about a big subject and has great heart and a penetrating mind. It is a very useful book that is as much about the whole issue of learning as it is about dyslexia.
Joe Beech combines his personal story, a succinct account of the theory and research associated with dyslexia and a significant degree of practical recommendations that cannot fail to be of immense use to everyone who has experience of dyslexia - as subject, parent or teacher.
The way Joe tells his own story endears him to his readers and commands human attention to this most human of challenges both to learning in our social and educational systems and to how we should regard a specific group of learners, numbering over two million people in this country alone. He charts his own experience from early childhood through to his experiences in higher education - a story of obstacles triumphed over, and how those obstacles could and should be significantly reduced by those who manage learning systems.
The first five chapters introduce the reader to the subject itself, explaining the potential genetic origins of dyslexia and the questions it raises about the way that we think about learning and some of the many obstacles there are to learning within our social and educational systems. The three chapters dealing with the period of early years through to secondary school help us to get inside the mind of a child experiencing dyslexia and the typical response of the system to such a child. The 'system' includes teachers and parents in particular for it is the personal response of the adults whom the child encounters who can profoundly influence whether learning for a child experiencing dyslexia becomes a pathway among many possible pathways, or a steep incline with ever-growing obstacles to be cleared in an increasingly isolating climate.
Joe charts the story with a l

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