Dyslexia and Inclusion

This book reflects on issues relating to the assessment and support of students with dyslexia within Universities and other institutions of higher education. It considers primarily how current practice in higher education can be developed to facilitate inclusion. The authors present the results of a series of qualitative and quantitative studies which investigate the coping, adjustment and perceptions of students with dylsexia, and the attitudes, perceptions and support strategies of academic and support staff. The book gives important information and advice and also food for thought for academic and support staff within the University sector who are concerned to improve the educational experience of all students. It should also be of interest to teachers in secondary and further education who are preparing students for higher education. Researchers in dyslexia as well as dyslexic students themselves will also find much to increase their understanding of this complex aspect of individual development. Preface.

Chapter 1 Identifying studes with dyslexia.

Chapter 2 Approaches to assessment.

Chapter 3 Investigating and assessing the writing of students with dyslexia.

Chapter 4 Assessing and supporting numeracy.

Chapter 5 Assessment and support relating to emotional adjustment and mental health.

Chapter 6 Evaluating university students' experiences of assessment and support.

Chapter 7 Profiling the student's course: which aspects of the course cause difficulty with students with dyslexia.

Chapter 8 Views of academic staff on support for students with dyslexia.

Chapter 9 The perspectives of student support staff.

Chapter 10 Conclusion.

References.

Index.

Marion Farmer is the author of Dyslexia and Inclusion: Assessment and Support in Higher Education, published by Wiley. Barbara Riddick is the author of Dyslexia and Inclusion: Assessment and Support in Higher Education, published by Wiley. This book reflects on issues relating to the assessment and support of students with dyslexia within Universities and other institutions of higher education. It considers primarily how current practice in higher education can be developed to facilitate inclusion. The authors present the results of a series of qualitative and quantitative studies which investigate the coping, adjustment and perceptions of students with dylsexia, and the attitudes, perceptions and support strategies of academic and support staff. The book gives important information and advice and also food for thought for academic and support staff within the University sector who are concerned to improve the educational experience of all students. It should also be of interest to teachers in secondary and further education who are preparing students for higher education. Researchers in dyslexia as well as dyslexic students themselves will also find much to increase their understanding of this complex aspect of individual development.