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E-grāmata: Organisation and Everyday Life with Dyslexia and other SpLDs [Taylor & Francis e-book]

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  • Formāts: 328 pages, 20 Illustrations, color
  • Izdošanas datums: 20-Nov-2020
  • Izdevniecība: Routledge
  • ISBN-13: 9781315473970
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  • Taylor & Francis e-book
  • Cena: 155,64 €*
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  • Standarta cena: 222,34 €
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Organisation and Everyday Life with Dyslexia and other SpLDsPalielināt
  • Formāts: 328 pages, 20 Illustrations, color
  • Izdošanas datums: 20-Nov-2020
  • Izdevniecība: Routledge
  • ISBN-13: 9781315473970
Citas grāmatas par šo tēmu:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Rokasgrāmatas mājas lapa: https://www.taylorfrancis.com/books/9781315473970
Organisation and Everyday Life with Dyslexia and other SpLDs is the second book in the series Living Confidently with Specific Learning Difficulties (SpLDs). This book is about the wide impacts of dyslexia/ SpLD on everyday life. All dyslexic/ SpLD people live with the possibility that their mind will function in a dyslexic/ SpLD way at any moment, regardless of strategies that they have acquired or developed. Even people with many strategies can suddenly find themselves struggling with their dyslexia/ SpLD again.

This book is adressed to dyslexic/ spld readers. Organisation is promoted as a tool to minimise the effets of dyselxia /spLD. The book covers:

situations that might disrupt organisation

a systematic approach to organisation

everyday life, study peripherals and employment.

It has many life stories to help readers recognise the impacts of their own dyslexia/ SpLD.

Dyslexic/ SpLDs have the potential to offer skills and alternative approaches to tasks. Often, the solutions that they devise for themselves are very useful to the non-dyslexic/ SpLD people around them, which can enhance their self-confidence.

When organisation suits the individual with SpLD innate intelligence and potential can be realised.
Mind maps of the series ii
Where to start viii
Information and tip boxes ix
Summary of the chapters x
Map of this book
xi
Acknowledgements and illustrations xii
Useful Preface This is worth reading Marks sections where some or all of the text is specific to this book
Mind map and Contents
What to expect from this book
1(1)
Useful Preface summary
2(1)
Templates on the website
2(1)
Appendix 1
2(1)
1 Dipping-in to try out ideas
2(1)
2 Context, including Philosophy of this Series
3(4)
3 Major precaution
7(2)
4 Different ways to read
9(3)
4.1 Exercise: reading style
11(1)
4.2 Something goes wrong with reading
11(1)
5 What do you want to explore?
12(6)
5.1 Initial purpose for reading
14(1)
5.2 Reader groups
15(2)
5.3 Reading to find out about a theme
17(1)
6 SD This book: Organisation and Everyday Life with Dyslexia and other SpLDs
18(3)
6.1 Aims, outcomes and benefits
20(1)
7 The series: Living Confidently with Specific Learning Difficulties (SpLDs)
21(13)
7.1 Readership/audience
21(1)
7.2 Summary of the series
21(10)
7.3 Aims and outcomes
31(1)
7.4 E Distinguishing between the different SpLDs
32(1)
7.5 The way forward
33(1)
References and website information
34(2)
Chapter 1 Organisation
Mind map and contents
36(2)
Vital for dyslexic/SpLDs, good practice for all
38(1)
Working with the chapter
38(1)
Templates on the website
39(1)
Appendix 1, 2 and 3
40(1)
1 Dipping-in to try out ideas
41(1)
2 Context
42(3)
3 Examples of what can happen
45(5)
3.1 Missing appointments
46(1)
3.2 Not knowing what to take
46(1)
3.3 Wrong preparation looks like being disorganised
47(1)
3.4 Finding what you want
47(1)
3.5 Out of sight is out of mind
48(1)
3.6 Precisely wrong time or place
48(1)
3.7 Ultra organised
49(1)
4 Issues affecting organisation
50(5)
4.1 Other people choose to use the systems that are essential to dyslexic/SpLDs
51(1)
4.2 `New' can be problematic
52(1)
4.3 Agreed checking of details
52(1)
4.4 People who love being un-organised
53(1)
4.5 Recognising the source of `no organisation'
53(1)
4.6 Benefit from what goes wrong
54(1)
5 Working on organisation
55(18)
5.1 Materials and methods
56(1)
5.2 Model for developing organisation
57(2)
5.2.1 Initial Step 5
59(1)
5.2.2 Step 1: gather strengths
60(1)
5.2.3 Step 2: assess hazards
60(1)
5.2.4 Step 3: describe what needs organising
61(1)
5.2.5 Useful questions
61(3)
5.2.6 Step 4: recognise insuperable obstacles
64(1)
5.2.7 Step 5: develop constructive ways forward
65(1)
5.2.8 Recording your system of organisation
65(1)
5.3 Hazards and obstacles
66(1)
5.3.1 Pitfalls
67(2)
5.3.2 Accommodation
69(1)
5.4 To do lists, diaries and reminders
69(1)
5.5 Check-list for using the Model for Developing Organisation
70(2)
5.6 Satisfaction: The proof of the pudding is in the eating'
72(1)
6 Learning to be organised
73(6)
6.1 Dyslexia
74(1)
6.2 Dyspraxia
75(2)
6.3 AD(H)D
77(1)
6.4 Dyscalculia and maths difficulties
77(2)
6.5 Non-dyslexic/SpLD
79(1)
7 General problem-solving
79(4)
7.1 Working on a general problem
80(2)
7.2 Finding the root cause of a problem
82(1)
References and website information
83(1)
Chapter 2 Time and Time Management
Mind map and contents
84(1)
Vital for dyslexic/SpLDs, good practice for all
85(1)
Working with the chapter
85(1)
Templates on the website
86(1)
Appendix 1, 2 and 3
86(1)
1 Dipping-in to try out ideas
87(1)
2 Context
87(1)
3 No sense of time
88(3)
4 Time words have no meaning
91(1)
5 Co-ordinating time
92(2)
6 Timetables and appointments
94(4)
7 Other ideas about time management
98(2)
8 Let go of time
100(3)
References and website information
103(1)
Chapter 3 Space, Place and Direction
Mind map and contents
104(1)
Vital for dyslexic/SpLDs, good practice for all
105(1)
Working with the chapter
106(1)
Templates on the website
106(1)
Appendix 1, 2 and 3
106(1)
1 Dipping-in to try out ideas
107(1)
2 Context
108(3)
2.1 Dyspraxia
110(1)
3 No sense of where you are in your body
111(2)
4 No sense of where you are in your environment
113(1)
5 No sense of place
114(1)
6 No sense of direction
115(2)
7 Words for space, place and direction have no reliable meaning
117(1)
8 The impact of the environment
118(1)
9 Relating to the space around you
119(1)
References and website information
120(2)
Chapter 4 Everyday Life
Mind map and contents
122(1)
Vital for dyslexic/SpLDs, good practice for all
123(1)
Working with the chapter
124(1)
Templates on the website
124(1)
Appendix 1, 2 and 3
124(2)
1 Dipping-in to try out ideas
126(1)
2 Context
126(1)
3 Dyslexia/SpLD and everyday life
127(3)
3.1 Maintaining confidence
129(1)
4 Solutions overview with examples
130(2)
5 Task, project, event
132(1)
6 Other people, organisation and everyday life
133(3)
7 Objects needed for an event, task or general living
136(4)
8 Remembering decisions
140(4)
9 Organising paperwork, emails, etc
144(15)
9.1 The flow of paperwork
146(2)
9.2 Gathering strengths to deal with paperwork, etc.
148(1)
9.3 Assessing hazards and insuperable obstacles in paperwork, etc.
149(1)
9.4 People you correspond with
150(1)
9.5 Describe the paperwork, etc., to be organised
150(1)
9.6 Attractive, constructive organisation of paperwork, etc.
151(1)
9.7 Filing
152(4)
9.8 Responding to the paperwork
156(3)
10 When is it safe to throw something away?
159(8)
10.1 Objects
160(1)
10.2 Paperwork
161(4)
10.3 Computers, emails, and electronic devices - deleting
165(2)
References and website information
167(1)
Chapter 5 Study Peripherals
Mind map and contents
168(1)
Vital for dyslexic/SpLDs, good practice for all
169(1)
Working with the chapter
170(1)
Templates on the website
170(1)
Appendix 1, 2 and 3
170(1)
1 Dipping-in to try out ideas
171(1)
2 Context
172(3)
3 Navigating the course structure (worked example)
175(14)
3.1 Preparation
176(1)
3.1.1 Step 1: gather strengths
176(1)
3.1.2 Step 2: assess hazards
177(3)
3.1.3 Step 3: describe what needs organising
180(1)
3.1.4 Step 4: recognise insuperable obstacles
181(1)
3.1.5 Step 5: develop constructive ways forward
181(1)
3.2 Course materials
181(2)
3.3 Meeting tutors
183(1)
3.4 Coursework
184(1)
3.5 Group work
185(1)
3.6 Your materials
186(1)
3.7 Timetable and study time
187(1)
3.8 Meeting deadlines
188(1)
4 Dyslexia/SpLD support
189(10)
4.1 IT: assistive technology
190(1)
4.2 Specialist 1:1 support
191(3)
4.3 Exam provisions (worked example)
194(5)
5 Engaging with your institution's regulations, culture and departments
199(5)
6 Other people
204(1)
7 Finances
204(1)
8 Everyday living
205(1)
References and website information
205(1)
Chapter 6 Employment
Mind map and contents
206(1)
Vital for dyslexic/SpLDs, good practice for all
207(1)
Working with the chapter
208(1)
Templates on the website
208(1)
Appendix 1, 2 and 3
208(2)
1 Dipping-in to try out ideas
210(1)
2 Context
210(1)
3 Choices
210(5)
3.1 To declare your dyslexia/SpLD or not
212(1)
3.2 Choices in employment
213(1)
3.3 Keeping good records of your ideas
214(1)
3.4 Choosing to change jobs
214(1)
4 Employment, study, study peripherals and everyday life
215(4)
4.1 Possible problematic issues in employment
217(1)
4.2 Learning new systems
218(1)
4.3 Support at work
218(1)
5 Navigating employment structures
219(4)
6 Handling people relationships well
223(7)
6.1 Culture at work
224(2)
6.2 Dyslexic/SpLD differences at work
226(2)
6.3 Resolving interpersonal issues
228(2)
6.4 Dyslexic/SpLD impossibilities
230(1)
References and website information
230(2)
Appendix 1 Resources
Contents
232(1)
Templates on the website
232(1)
1 General resources
233(1)
2 Collecting information together
234(2)
3 Prioritising
236(2)
4 Generating useful questions
238(3)
5 Surveying
241(1)
6 Recording as you scan
242(1)
7 Monitoring progress
243(1)
References and website information
244(2)
Appendix 2 Individual, Personal Profile of Dyslexia/SpLD and Regime for Managing Dyslexia/SpLD
Contents
246(1)
Templates on the website
247(1)
1 Living confidently
248(2)
1.1 Individual, personal profile of dyslexia/SpLD
248(1)
1.2 Regime for managing dyslexia/SpLD
248(1)
1.3 Testing and developing your profile and regime
249(1)
1.4 Mental energy to manage dyslexia/SpLD
249(1)
2 Building up insights
250(3)
3 The tool box for living confidently
253(3)
4 Updating the tool box
256(2)
5 Negotiating accommodation
258(3)
References and website information
261(1)
Appendix 3 Key Concepts
Contents
262(2)
Templates on the website
264(1)
Context
264(1)
1 Thinking clearly (pausing)
264(3)
1.1 Breathing
265(1)
1.2 Relaxation
266(1)
2 Using the mind well
267(3)
2.1 Mind set
267(1)
2.2 Chunking
267(1)
2.3 Recall and check
268(1)
2.4 Memory consolidation
268(1)
2.5 Concentration
268(1)
2.6 Metacognition
268(1)
2.7 Objective observation
268(1)
2.8 Reflection
269(1)
2.9 Prioritising
269(1)
2.10 A model of learning
269(1)
3 Thinking preferences
270(3)
3.1 The senses: visual, verbal and kinaesthetic
270(1)
3.2 Rationale or framework
271(1)
3.3 Holistic vs. linear
271(1)
3.4 Motivation
271(1)
3.4.1 Myers-Briggs Personality Type
272(1)
3.4.2 Multiple Intelligences
272(1)
3.5 `Other'
273(1)
4 Useful approaches
273(3)
4.1 Materials and methods
273(1)
4.2 Model for developing organisation
274(1)
4.3 Comprehension
274(1)
4.4 Key words
274(1)
4.5 Know your goal
275(1)
4.6 Planning
275(1)
5 Aspects of dyslexia/SpLD
276(2)
5.1 Learned confusion
276(1)
5.2 Oldest memory trace
276(1)
5.3 Attention to learning
276(1)
5.4 Average level of language skills a disadvantage
276(1)
5.5 4 levels of compensation
276(1)
5.6 Pitfalls
277(1)
5.7 Accommodation
277(1)
5.8 Degrees of severity
278(1)
5.9 Stress
278(1)
5.10 Benefits of recognising the problems
278(1)
References and website information
278(2)
Glossary
Contents
280(1)
1 Table: Symbols
280(1)
2 Table: Specific Learning Difficulties (SpLDs) descriptions
280(2)
3 Table: Acronyms
282(1)
4 Table: Words and phrases, alphabetical list
283(5)
References and website information
288(2)
List of Templates on the Website
List of templates
290(4)
Index
Useful groups of entries
294(1)
Alphabetic entries
295
Ginny Stacey did not realise she was dyslexic until her mid-20s. The challenge of learning to play classical guitar helped her to understand how her dyslexic mind works. Committed to helping other dyslexics achieve their potential, she developed a range of highly effective techniques for supporting dyslexic students in studying all subjects and coping with life in general. The techniques are widely used in universities and colleges. She has become a nationally-recognised expert in the field.

Sally Fowler stepped into the dyslexic world in her late 40s. It was a revelation to see the impacts of her dyslexia clearly. She became an approved teacher for the British Dyslexia Association with an M.A. in special education. She taught dyslexics, both children in schools and students at university. In Oxford, she met Ginny Stacey: the collaboration of two dyslexic minds has brought a wealth of experience to the Living Confidently with Specific Learning Difficulties series.
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