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Introduction A note on the Response to Intervention Model 1. Learning disabilities and disorders 2. Dyslexia 3. Specific methods and interventions for reading 4. Learning disorders affecting writing and spelling 5. Learning disorders affecting mathematics 6. Developmental coordination disorder and other non-verbal learning difficulties References
Peter Westwood has been a classroom teacher, an educational psychologist, a teacher educator and an associate professor in universities. He is widely published in the field of education, including the bestseller Commonsense Methods for Children with Special Educational Needs (Routledge), now in its seventh edition.
"I think there is a real need for this book in helping schools to
develop high-quality staged intervention." - Pippa Whittaker,
secondary school Curriculum Leader for Inclusion, Bristol."Peter
Westwood has carefully focused on learning disorders, a topic that
requires clarity, and one that, to date, has not been adequately
described in relation to classroom teaching and learning and
evidence-based strategies and approaches. The RtI links add further
rigour and relevance." - Dr Anne Bellert, Lecturer, School of
Education, Southern Cross University."Response to Intervention is
the hook. If I wanted a text to unpack this approach and begin to
map it to certain learning profiles – then I would choose this
title." - Lorraine Graham, Professor of Learning Intervention,
Melbourne Graduate School of Education."This book is unique in that
it illuminates the specific type of deficit a child might have and
prescribes tools and pedagogy that might support the next steps." -
Tammy Rasmussen, RTIi Implementation Facilitator, Oregon.
"I think there is a real need for this book in helping schools to
develop high-quality staged intervention." - Pippa Whittaker,
secondary school Curriculum Leader for Inclusion, Bristol."Peter
Westwood has carefully focused on learning disorders, a topic that
requires clarity, and one that, to date, has not been adequately
described in relation to classroom teaching and learning and
evidence-based strategies and approaches. The RtI links add further
rigour and relevance." - Dr Anne Bellert, Lecturer, School of
Education, Southern Cross University."Response to Intervention is
the hook. If I wanted a text to unpack this approach and begin to
map it to certain learning profiles – then I would choose this
title." - Lorraine Graham, Professor of Learning Intervention,
Melbourne Graduate School of Education."This book is unique in that
it illuminates the specific type of deficit a child might have and
prescribes tools and pedagogy that might support the next steps." -
Tammy Rasmussen, RTIi Implementation Facilitator, Oregon."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, offering examples of
effective whole-class teaching, intensive small group instruction
and individual tutoring. Highlights of the book include:
educational progress of students with learning disorders;
principles for teaching dyslexic students; difficulties with
writing and spelling; developing students’ numeracy skills;
specific intervention strategies; and nonverbal learning
disabilities. Practising and student teachers will find the book
invaluable in widening their knowledge and understanding of
learning disorders, and SENCOs will find it useful to cascade down
to classroom teachers. There are plenty of resources listed for
those who want to explore the subject in greater depth." - Sarah
Brew, Parents in Touch Review"This handy reference book is
balanced, up-to-date, and a very useful reference to assist schools
and teachers to decide how to organise intervention and where to
start with program selection. Even more importantly, it is a
reminder that meeting the needs of students with learning
difficulties is not only an educational imperative, it is actually
very achievable. Use it as a guide to make a start, or to do even
better."— Wendy Moore, LDA Bulletin
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