There are many approaches to researching the difficulties in learning that students experience in the key areas of literacy and numeracy. This book seeks to advance understanding of these difficulties and the interventions that have been used to improve outcomes. The book addresses the sometimes complementary and sometimes contradictory results, and generates new approaches to understanding and serving students with difficulties in literacy and numeracy. The book represents a departure from conventional wisdom as most scholars and graduate students draw upon ideas from only one of the three domains focal in the book and usually from one single or dominant theoretical frame. Typically, readers will affiliate with reading education, mathematics education, or learning disabilities and belong to one of the corresponding professional associations such as IRA, NCTM, or CLD. This book’s scope will open a scholarly forum for engaging readers with a familiarity with one of these domains while providing insight into the others on offer in the book.

Learning difficulties : multiple perspectives.

Learning difficulties : multiple perspectives.

What are learning disorders? How can schools endeavour to address these disorders in today’s inclusive classrooms? This book answers these important questions in practical terms and discusses in detail the instructional needs of students with dyslexia, dysgraphia, dyscalculia, dyspraxia and other significant disorders that affect learning. Peter Westwood draws on international research literature to provide supporting evidence of best practices. The book is unique in linking the teaching methods recommended for overcoming learning problems directly to each of the three tiers of support in the Response-to-Intervention Model. It presents examples of effective whole-class teaching, intensive small group instruction and individual tutoring, as well as addressing key topics such as: educational progress of students with learning disorders; principles for teaching dyslexic students; difficulties with writing and spelling; developing students’ numeracy skills; specific intervention strategies; nonverbal learning disabilities. Learning Disorders will be of interest to practising teachers, trainee teachers, teaching assistants, educational psychologists, school counsellors and parents. It will also provide valuable insights for any school planning to upgrade its support system for students with special educational needs.

Special Educational Needs and Disabilities in Schools is an essential resource designed to support you during and beyond your teaching training to understand, assess and address special and/or additional educational needs and disabilities (SEND). In addition to the expected updates throughout to the latest research and legislation, new developments include: - expanded discussions of key topics such as bullying, social, emotional and mental health - detailed coverage of planning for transition across the age ranges - suggestions of hardware and software for day-to-day use and use in exam conditions - increased focus on the importance of positive and supportive relationships Drawing on her wealth of experience, close contact with schools, families and students as well as relevant research, Janice Wearmouth explores a wide range of approaches to assess and address the most common forms of SEND. These include difficulties in communication and cognition, behavioural concerns related to social, emotional and mental health, sensory and/or physical needs, and literacy and numeracy difficulties. The author uses key questions to introduce each chapter, and reflective activities to encourage you to consider your own practice to ensure that all young people reach their potential. She illustrates policy and provision for SEND in a highly authentic and engaging way with a range of exemplars, vignettes and personal accounts of young people's and families' experiences within the field, and provides a wealth of additional resources on the companion website.

The Handbook of Qualitative Research in Education offers both basic and advanced discussions of data collection, analysis and representation of all the best qualitative methods used in educational research. It contains four comprehensive yet concise sections on perspectives, settings, data collection and data analysis and representation. Authors from North America, Europe, Australia and New Zealand contribute to a wide-ranging and provocative Handbook that will inspire novice researchers and re-invigorate experienced scholars. Its 44 well-documented chapters will serve academics and graduate students in educational research across all sectors of education from pre-school to graduate school, and all settings from formal to non-formal.

This is the eighth edition of the four-yearly review of mathematics education research in Australasia. Commissioned by the Mathematics Education Research Group of Australasia (MERGA), this review critiques the most current Australasian research in mathematics education in the four years from 2008-2011. The main objective of this review is to celebrate and recognise significant findings; highlight relationships between research; identify themes; and forecast further research directions. This theme-based review has produced a comprehensive analysis of Australasian research in a politically challenging time—producing a manuscript with implications for a wider, international, audience. As the 2009 Felix Klein medal winner Gilah Leder states: A substantial body of research is captured in the chapters of this review. It encompasses the labours of a community of active researchers, with varied interests and diverse theoretical perspectives. Some of the issues explored in the period covered by this volume clearly resonate with questions and concerns particularly pertinent to the changing educational environment; others are more aptly described as continuing or renewed explorations of areas of long standing concern.