TY  - BOOK
AU  - MacBlain,Sean
AU  - Long,Louise
AU  - Dunn,Jill
TI  - Dyslexia, literacy and inclusion: child-centred perspectives 
SN  - 9781446298435
AV  - LC4708.D923.M333 2015 
PY  - 2015///
CY  - London
PB  - SAGE Publications Limited
KW  - Dyslexic children
KW  - Education
KW  - Literacy
KW  - Inclusive education
N1  - 2; Machine generated contents note: The aims of the book; Sean MacBlain; Louise Long; Jill Dunn --; Perspectives on dyslexia; Sean MacBlain; Louise Long; Jill Dunn --; Pupil well-being and well-becoming; Sean MacBlain; Louise Long; Jill Dunn --; Why we need to understand child-centred approaches; Sean MacBlain; Louise Long; Jill Dunn --; The organisation of the book; Sean MacBlain; Louise Long; Jill Dunn --; How readers can get the best from the book; Sean MacBlain; Louise Long; Jill Dunn --; 1.Changing experiences in childhood: challenges for the 21st century; Sean MacBlain; Louise Long; Jill Dunn --; Chapter aims; Sean MacBlain --; Introduction; Sean MacBlain --; Dyslexia and the changing nature of childhood; Sean MacBlain --; Emerging curricula: current and proposed initiatives; Sean MacBlain --; The changing nature of schools: implications for dyslexia; Sean MacBlain --; Summary; Sean MacBlain --; Recommended reading; Sean MacBlain --; References; Sean MacBlain --; Note continued: 2.Child-centred literacy pathways: pupils' perspectives; Sean MacBlain --; Chapter aims; Louise Long --; Introduction; Louise Long --; Exploring critical literature on pupil voice; Louise Long --; Metacognition in the context of voice; Louise Long --; Innovative methodologies for exploring the views of young learners; Louise Long --; An illustrative case study: the views of young learners; Louise Long --; Implications for transforming practice; Louise Long --; Summary; Louise Long --; Recommended reading; Louise Long --; References; Louise Long --; 3.Meeting the needs of children with dyslexia and developmental literacy difficulties: holistic approaches; Louise Long --; Chapter aims; Sean MacBlain --; Introduction; Sean MacBlain --; The nature of emotional intelligence; Sean MacBlain --; Developing emotional intelligence; Sean MacBlain --; Self-efficacy and its relevance; Sean MacBlain --; Summary; Sean MacBlain --; Recommended reading; Sean MacBlain --; Note continued: References; Sean MacBlain --; 4.Child-centred approaches to the identification and assessment of dyslexia and developmental literacy difficulties; Sean MacBlain --; Chapter aims; Sean MacBlain; Louise Long --; Introduction; Sean MacBlain; Louise Long --; Formal and informal assessment; Sean MacBlain; Louise Long --; Low achievement; Sean MacBlain; Louise Long --; Underachievement; Sean MacBlain; Louise Long --; Advancing inclusivity for pupils with EAL who have dyslexia; Sean MacBlain; Louise Long --; Dyslexia and comorbidity: coexistence with other developmental disorders; Sean MacBlain; Louise Long --; Summary; Sean MacBlain; Louise Long --; Recommended reading; Sean MacBlain; Louise Long --; References; Sean MacBlain; Louise Long --; 5.Raising literacy standards: perspectives on best practice; Sean MacBlain; Louise Long --; Chapter aims; Sean MacBlain; Louise Long; Jill Dunn --; Introduction; Sean MacBlain; Louise Long; Jill Dunn --; Note continued: Key principles of working with children with; Sean MacBlain; Louise Long; Jill Dunn --; dyslexia and literacy difficulties; Sean MacBlain; Louise Long; Jill Dunn --; Identifying best practice in Early Years settings; Sean MacBlain; Louise Long; Jill Dunn --; Identifying best practice in primary schools; Sean MacBlain; Louise Long; Jill Dunn --; Fostering and advancing partnerships: home, school, community and child; Sean MacBlain; Louise Long; Jill Dunn --; Teachers in training: challenges for schools; Sean MacBlain; Louise Long; Jill Dunn --; Summary; Sean MacBlain; Louise Long; Jill Dunn --; Recommended reading; Sean MacBlain; Louise Long; Jill Dunn --; References; Sean MacBlain; Louise Long; Jill Dunn --; 6.Advancing inclusive cultures for literacy learning in the mainstream primary school; Sean MacBlain; Louise Long; Jill Dunn --; Chapter aims; Louise Long --; Introduction; Louise Long --; The educational context; Louise Long --; Note continued: Professional learning communities; Louise Long --; Collaborative modes of inquiry; Louise Long --; An illustrative case study; Louise Long --; Implications; Louise Long --; Summary; Louise Long --; Recommended reading; Louise Long --; References; Louise Long --; 7.New literacies in the classroom: forging culturally responsive curricula; Louise Long --; Chapter aims; Jill Dunn --; Introduction; Jill Dunn --; New literacies; Jill Dunn --; Following children's interests; Jill Dunn --; Accessing the views of children; Jill Dunn --; Summary; Jill Dunn --; Recommended reading; Jill Dunn --; References; Jill Dunn --; 8.Contemporary Challenges: Looking To The Future; Jill Dunn --; Chapter aims; Sean MacBlain; Jill Dunn; Louise Long --; Introduction; Sean MacBlain; Jill Dunn; Louise Long --; Child centredness: implications for practice in the 21st-century classroom; Sean MacBlain; Jill Dunn; Louise Long --; Note continued: Key principles in providing for children with dyslexia in the inclusive classroom; Sean MacBlain; Jill Dunn; Louise Long --; Mentoring teachers in training: implications and challenges for schools; Sean MacBlain; Jill Dunn; Louise Long --; Summary; Sean MacBlain; Jill Dunn; Louise Long --; Recommended reading; Sean MacBlain; Jill Dunn; Louise Long --; References; Sean MacBlain; Jill Dunn; Louise Long; 2
ER  -