Kelly Kathleen S. - Assessment of Learners with Dyslexic-Type Difficulties

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Sylvia Phillips, Kathleen Kelly and Liz Symes 2013

First published 2013

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Library of Congress Control Number: 2012955969

British Library Cataloguing in Publication data

A catalogue record for this book is available from the British Library

ISBN 978-1-4462-6022-7
ISBN 978-1-4462-6023-4

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ABOUT THE AUTHORS

Sylvia Phillips

Sylvia Phillips, BA, DASE, MEd (SEN), AMBDA, began her career as a teacher of English in secondary schools where she first became interested in why some learners had severe literacy difficulties. She later joined Manchester Metropolitan University where she was a Principal Lecturer, Head of SEN, and then Head of Continuing Professional Development. At MMU she developed the first courses for specialist dyslexia teachers at both undergraduate and postgraduate levels. During her time there, she also continued to work in primary, secondary and special schools, both with teachers and directly with pupils. She developed and taught on SEN courses for teachers in the UK and was the UK partner (with Italy, Belgium and Spain) developing and teaching EU courses on Inclusion and SEN for European educationalists. She has served on the Accreditation Board of the British Dyslexia Association and has also been involved in several dyslexia research projects. She is currently course leader of the specialist dyslexia teachers course at Glyndwr University, Wales. She has co-authored Putting the Code to Work (Primary and Secondary editions, 1998, MMU MET Publications), Inspection and Beyond (1997, Pearson), Management Skills for SEN co-ordinators (1999, Falmer Press), and A Multi-sensory Teaching System for Reading (1998, MMU Publishing), a fully scripted set of materials for teaching small groups of pupils with dyslexia. She is the co-author of Kelly and Phillips (2011) Teaching Literacy to Learners with Dyslexia: A Multi-sensory Approach. Sylvias other main areas of interest lie in learner voice, pupils social, emotional and behavioural difficulties, and supporting teachers undertaking enquiries into their practice.

Kathleen Kelly

Dr Kathleen Kelly, PhD, MA (SEN), Dip TESL, AMBDA, is a senior lecturer at Manchester Metropolitan University, in the Centre for Inclusion and Special Educational Needs. She is Programme Leader for the MA in Specific Learning Difficulties and has presented papers at a number of international conferences in this area. For several years she has taught courses on specific learning difficulties (dyslexia) to undergraduates as part of the initial teacher training programme in addition to postgraduate awards. She has considerable experience in delivering courses to meet the criteria set out by the British Dyslexia Association for Approved Teacher Status (ATS) and is Associate Member of the British Dyslexia Association (AMBDA). Kathleen has taught a wide range of learners with dyslexia, from children as young as four years to those at Key Stage 5. She has worked in both mainstream and special schools, for language support and learning support services, as a SENCO in a primary school, and as Head of Sixth Form in a special school. She has many years experience of supporting multilingual children with special educational needs (including specific learning difficulties). Multilingualism and dyslexia is a particular area of interest and her doctorate was also in this area. She is the co-author of Kelly and Phillips (2011) Teaching Literacy to Learners with Dyslexia: A Multisensory Approach.

Liz Symes

Liz Symes, BA French and Spanish, PGCE, DipSpLD, AMBDA, is a senior lecturer at Manchester Metropolitan University in the Centre for Inclusion and Special Educational Needs. She was a primary school teacher in Trafford and Manchester for 17 years and in her last school was SENCO and Deputy Headteacher. At MMU she works in initial teacher education on both undergraduate and postgraduate programmes. She has developed a unit on the undergraduate ITT programme with a SEN and inclusion focus and leads a specialism on the same programme in Specific Learning Difficulties. This specialism has been accredited by the British Dyslexia Association and enables successful students to apply for the BDA award of Accredited Teacher Status (ATS ITT). For the last four years she has led an initiative to develop opportunities for undergraduate students to pursue and develop their interest in working with children with special educational needs through optional extended placements in special schools. She is currently a member of the Accreditation Board of the British Dyslexia Association.

ACKNOWLEDGEMENTS

The authors would like to thank the following: