The book addresses the challenges faced by gifted pupils with special needs, highlighting the often-overlooked aspect of their giftedness. It provides strategies for identifying and supporting these students, who may struggle with conditions like ADHD, dyslexia, and Down Syndrome. Emphasizing the importance of a supportive learning environment, a challenging curriculum, and collaborative engagement, it serves as a practical guide for teachers and educational professionals at primary and secondary levels, as well as researchers and psychologists interested in double exceptionality.
Emphasizing the importance of spelling and handwriting, this book advocates for their increased focus in educational and remedial contexts. It provides insights for teachers and student teachers on how these skills significantly contribute to literacy development, enhancing their understanding of effective teaching practices.
Focusing on the unique challenges faced by children with dual and multiple exceptionalities, the book offers insights into the needs of gifted and talented students within mainstream classrooms. It provides perspectives from both teachers and Special Educational Needs Coordinators (SENCo), discussing necessary specialist interventions and inclusive strategies that schools can implement. The author, Diane Montgomery, emphasizes evidence-based identification and addresses the often-overlooked issue of underachievement linked to special educational needs.
Focusing on student-centric methods, this book offers practical advice aimed at enhancing teaching, learning, and assessment in higher education. It provides tailored materials and techniques that educators can implement right away to foster improved learning outcomes for students.
Focusing on the challenges faced by students with dyslexia, this practical and evidence-based guide equips teachers with strategies to improve spelling and handwriting skills. It emphasizes tailored approaches to help students overcome specific weaknesses, ensuring that educators can provide effective support and enhance learning outcomes for those with dyslexia.
The book explores the historical approaches to dyslexia over the past century, highlighting the gender bias that has influenced the field. It examines why men have predominantly led dyslexia theory and research, while women have been relegated to practical applications. Montgomery argues that this gender imbalance has hindered the advancement of our understanding of dyslexia, shedding light on the need for a more inclusive perspective in both research and practice.
This practical resource shows what teachers can do to combat disadvantage and underachievement in schools and from early years to secondary education. Written by an experienced teacher, teacher educator and chartered psychologist, the book highlights effective teaching and learning methods that can be used to overcome barriers to learning, satisfy different learning needs and help students achieve their full potential. Packed with up-to-date research, useful guidance and examples, the book explores what schools have done and what they can do without need for extra resourcing. It includes case studies that examine the types of underachievement patterns that are found across age ranges and, by detailing approaches in subject teaching, defines the nature of effective learning and shows what strategies can be used to meet these criteria. Moreover, the chapters provide: An exploration into the central needs of underachieving and disadvantaged learners across the ability range Information about how to audit the provision and the needs Accessible resources for the classroom changes that need to be made to the education and training of teachers Tackling Disadvantage and Underachievement in Schools is essential reading for teachers in early years education and primary and secondary schools, teachers in training and their educators, as well as leaders, policymakers, researchers and anyone interested in improving performance in schools.
