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Dyslexia

A​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ critical analysis of interventions and planning (2500 words) a) Choose two evidence based interventions to support pupils with dyslexia you have read about in the course. Compare and contrast each of these approaches, listing what you see to be the strengths and shortcomings of each. b) Discuss in detail how you would plan and implement a whole school approach to best support the students with dyslexia and literacy difficulties. c) What difficulties or barriers do you see to implementing the approach fully? Remember to ensure you are addressing the learning outcomes for this part of the assignment: LO2: Develop understanding of pedagogy and practice to support learning for students with dyslexia LO5: Analyse, evaluate and reflect on current curriculum practices within own context LO6: Demonstrate professional skills in addressing the needs of students with dyslexia LO7: Systematically gather evidence and use data for analysis, identification of key issues and development of professional practice A detailed outline of how these are assessed can be found on the final two pages of the module guide in the summative assessment grid. Suggested structure: these are only guidelines. You may have a different structure in mind. It is important, however, that you ensure your writing is sufficiently critical and academic. Suggestions in bold will help ensure you are meeting the assessment criteria. Introduction State the aims of the essay and the main areas of discussion. A good introduction provides a clear and concise overview of the purpose and structure of your paper. There is no need to use references in the introduction. Identify two interventions ? Identify and critically evaluate two evidence-based interventions to support pupils with dyslexia. ? Compare and contrast these approaches, and analyze their strengths and shortcomings, drawing on evidence from the literature and your own experience where relevant. You may wish to make links to your own context or experience to provide a rationale for your choice of interventions. ? Your evaluation should focus on the efficacy of the interventions – how do they address the needs of pupils with dyslexia? Which aspect of literacy or learning is the intervention helping with and why is this important? Planning a whole school approach to dyslexia ? Discuss how you would plan and implement a whole school approach to best support the students with dyslexia and literacy difficulties. ? You need to justify your plan with reference to the relevant literature and best practice approaches for the support of students with dyslexia and literacy difficulties. ? Set the whole school approach in the wider policy context and make links to national and international policy. Identify key issues and detail how these will be addressed and how the whole school plan will be implemented. What difficulties or barriers do you see to implementing the approach ​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​fully? ? Analyze and evaluate the key challenges and barriers to a whole-school approach, ? Here you should make links to relevant research and you can also reflect on these issues in your own professional practice. ? Reflect on how these might be overcome. Conclusion ? This is where you draw together all the threads of your writing – what have you learnt? What does this mean for practice? ? It is very important that you do not bring in any new materials or ideas here. Your conclusion should summarise and synthesise the evidence and ideas you have presented. Some key points to remember: ? Avoid over use of quotations. You should probably have no more than 5/6 direct quotations in a 2500 word paper. ? Ensure that all citations are accurate and all sources cited in the body of the assignment are referenced in alphabetical order in the reference list. Please note, you only need to include one complete reference list for both part 1 and 2 at the end of your assignment. ? For administrative purposes: your student number as well as the page number should be inserted as a footer ? Both parts should be submitted together as one document. The recommended readings list is intended to serve as a guidance document for students and further self-led research is strongly encouraged. Though every effort is made to ensure the online availability of each resource included, this may not be feasible in every case. Beaton, A. (2012). Dyslexia, reading and the brain. Hove: Psychology Press. Frederickson, N. & Cline, T. (2009). Special educational needs, inclusion and diversity (2nd Ed.). London: Open University Press. Frith, U. (1999). Paradoxes in the definitions of dyslexia. Dyslexia, 5, 192-214. Nicholson, R. I. & Fawcett, A. (2010). Dyslexia, learning and the brain. Cambridge, MA: MIT Press. Peer, L. & Reid, G. (2001). Dyslexia: Successful inclusion in the secondary school. London: David Fulton Publishers. Reid, G. (2005). Dyslexia and inclusion: Classroom approaches for assessment, teaching and learning. London: David Fulton/NASEN. Reid, G. (ed.) (2009). Routledge companion to dyslexia. Abingdon: Routledge. Reid, G (2011). Dyslexia (Special educational needs). London: Continuum. Sprenger-Charolles, L., Cole, P., & Serniclaes, W. (2012). Reading acquisition and developmental dyslexia. Abingdon: Routledge. Thomson, M (ed.) (2003). Dyslexia included: A whole school approach. London: David Fulton. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D.M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2-40. Westwood, P. & Kellett, M. (2011). Commonsense methods for children with special educational needs (5th Ed.). London: Routledge Falmer. https://jolly2.s3.amazonaws.com/Research/Literacy&Learning.pdf I will send an outline and more resources through e​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​mail.

Sample Solution

ed Maasai to become engaged in farming. This helps him to diversified their economy and avoid drought risks. According to Cambell (2005, p. 776), “Herding was being replaced by mixed livestock-cropping enterprises, and the better-watered margins of the rangelands was extensively cultivated. The main aim of Maasai’s people was to get well-watered land on the group ranches which were used herding and then agricultural activities: “The major incentive for acceptance of the concept of group ranches was that the Maasai saw in the legal title a means of maintaining their rights granted” (Campbell, 1986, p.47). However, the opportunity to get land in this area adapted to agriculture led to the increase in the number of immigrants. The population’s growth resulted in the problem of water and soil resource availability. Also the problem of land degradation has arisen. According to Kimani and Pickari (1998) the majority of farmers couldn’t afford fertilizes to improve the situation. “Soil fertility decline, increased soil erosion, and deforestation were widely reported in 1996” (Campbell, 1999, p.394). In the Loitokitok area farming began in the 1930s with the establishment of a District Office. The administration employed staff who came from farming areas elsewhere in Kenya, and who began to cultivate. In the Loitokitok area it reflects natural increase as well as migration of large numbers from the congested central highlands of Kenya to farm the slopes of Mt. Kilimanjaro and other hills. As for wildlife managers, among their main aims Campbell (2000) states nature diversity conservation – improving disrupted wildlife movements, access to water in riparian zones, and altered livestock grazing patterns. Another aspect, connected also with wildlife tourism enterprises, might be improving tourism facilities. Moreover, for a better management of various land use stakeholders of the region, there is an aim of wildlife managers to develop and implement strategies that might encourage people living near wildlife parks to accept the costs, and benefits, coming from the parks and the wildlife (Campbell, 2005). Basically, therefore among their activities we can mention return
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