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dc.contributor.authorWearmouth, Janice
dc.date.accessioned2023-02-24T09:13:54Z
dc.date.available2023-02-24T09:13:54Z
dc.date.issued2020-02-01
dc.identifier.citationWearmouth J (2020) 'Putting the dyslexic learner at the centre', in Peer L, Reid G (ed(s).). Special educational needs: a guide for inclusive practice, 3rd edn, London: Sage pp.31-47.en_US
dc.identifier.isbn9781526492180
dc.identifier.urihttp://hdl.handle.net/10547/625663
dc.description.abstractThe focus of the chapter is a consideration of some of the issues involved in putting the dyslexic learner at the centre if we are to make effective provision to meet needs in settings, schools and colleges. The chapter outlines: · what current law across the UK tells us about dyslexic learners’ entitlements; · the characteristics of dyslexia: · ways to address difficulties in educational institutions exemplified by provision in the early years; · why it is so important to listen to learners in terms of - children’s rights; - the learning process; · challenges in the national context that problematize putting the leaner at the centre.en_US
dc.language.isoenen_US
dc.publisherSageen_US
dc.relation.urlhttps://uk.sagepub.com/en-gb/eur/special-educational-needs/book267522en_US
dc.subjectdyslexiaen_US
dc.subjectspecial educational needsen_US
dc.subjectSubject Categories::X300 Academic studies in Educationen_US
dc.titlePutting the dyslexic learner at the centreen_US
dc.title.alternativeSpecial educational needs: a guide for inclusive practiceen_US
dc.typeBook chapteren_US
dc.date.updated2023-02-24T09:08:22Z
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