Policy, practice, and provision for children with specific learning difficulties
Dyslexia or specific learning difficulty continues to arouse controversy. This report of an investigation in Scotland shows how contrasting views of the problem underlie variations in policy and provision, and hinder communication between different groups involved. Educational psychologists, local authority officials and learning support advisers provided the framework of views which the authors used to research other perspectives. Parents, and other users and practitioners concerned with specific learning difficulties were all surveyed. The book deals with areas of common concern for Scotland and for England and Wales; however, key differences are clearly explained.This book illustrates social policy in practice. Children experiencing difficulties, which not everyone agrees are distinct in kind, must be provided with support. What is required? Can current learning support services provide it? Are there vocal demands monopolising an undue share of attention? How effective is existing provision? Can it be improved, given the context of change in the wider field of school learning support?
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Specific learning difficulties and the public
The perceptions of learning support teachers
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ability adviser approach arrangements aspects assessment awareness chi-square test child children with learning children with specific class teacher classroom considered continuum course curriculum described DipSEN discrete group dyslexia unit education authorities emphasis felt HMI Report identified included individual tuition interviewed involved learning support staff learning support teachers mainstream class mainstream teachers medical officers middle class occupational therapy paediatrician paired reading particular PGCE primary school professionals programme provision for children psychological services pupils with specific questionnaire reading centre reading difficulties reading unit recognised recommended Record of Needs referred regions remedial responsibility Result of chi-square role sample Scottish Examination Board secondary school sector seen special educational needs special needs specialist specific difficulties specific learning difficulties speech therapists spelling Standard Grade student teachers subject teachers suggested support teachers reporting Table teacher educators term dyslexia term specific learning tutor voluntary associations voluntary organisations withdrawal