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Book reviews
Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and Learning ( 3rd Edition) G.Reid
Gavin Reid is a recognised international expert who has written over 30 books in the field of dyslexia and learning. He has sat on government panels and been engaged in United Nations funded projects. Key features of this new edition include updates on research and legislation, additional sections on teaching strategies and developing independent learning, as well as extensive references to additional resources.
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This is an impressive text that manages to combine the best of academic and practical information for the reader. The style is accessible and guides the reader through the overwhelming maze of information. Chapters include: ‘Five signposts for successful inclusion’, ‘Inclusion and Intervention’ and ‘Curriculum access: Identifying needs’ S. Garner The author is an education consultant and trainer who has also written a Cognitive Behavioural Therapy (CBT) mental health programme used in schools worldwide. In this book, she sets out to look at what can be done environmentally to support good positive mental health and well-being, and, significantly, to ensure that mental harm is not caused for staff or pupils. For Garner, the terms ‘mental health’ and ‘well-being’ are interchangeable and she maintains that it is the ability ‘to be able to cope with the bad parts of life and enjoy the good parts.’ She explains briefly the core concepts of CBT that can be summarised as a process of changing thoughts and negative cognitive bias. She also provides a working example of CBT interventions to affect behaviour change. Chapters include: ‘Staff mental health and well-being’, ‘Pupil experience’, ‘Positive motivation’ and ‘Behaviour systems’. Reid points out that each individual with dyslexia needs to be taught in ways that are appropriate to them and that there is a ‘fairly superficial and almost stereotypical view of dyslexia’ that can lead to inappropriate teaching approaches. He provides information about factors to take into account and links this to practical suggestions that take into account learning preferences, motivation and the learning environment.
In the conclusion to the book, he points out that misconceptions about dyslexia have led to ‘miracle cures’ and ‘new breakthroughs’ that are promoted through vigorous marketing and he calls for teachers to be supported in gaining a full understanding of dyslexia to guide them in devising effective interventions. An excellent text.
Mental Health Education: Building Good Foundations
£24.99
This is a concise text that focuses on low cost and easy-toimplement strategies for use in the classroom, supported with downloadable activities and planning sheets based on cognitive behavioural therapy techniques. The final chapter is a very useful summary of the ideas in each chapter, presented as a handy checklist.
Given the current heightened awareness of mental issues and well-being, this is a timely publication that is based on the author’s extensive training, research and experience in this field. Its style is accessible and she aims to empower individual teachers to ‘make a difference’ whilst also looking after themselves.
A Speechmark Book (Routledge) ISBN: 978-1-138-38632-7 £24.99
by Mary Mountstephen
The Arts in Primary Education: Breathing life, colour and culture into the curriculum G. Kenyon
The author was a primary school teacher before becoming Head of Education at the National Gallery, and then Head of Learning at Somerset House, a working arts’ centre. She delivers training in the arts for primary schools and is passionate about empowering teachers with effective, inexpensive and practical ways to integrate the arts across the curriculum.
In the opening chapter, she makes a compelling case for placing the arts at the centre of primary education, enabling children to discover passions and talents that might otherwise remain unrecognised. For children with learning differences, this can be an area where they shine and can be recognised for their creativity. Keynon does however recognise that teaching the arts can be C. McCurry McCurry is an assistant clinical professor in the Department of Psychology, as well as working in private practice, in the assessment and treatment of childhood anxiety. In this book, he draws on the latest clinical and developmental research in relation to parental behaviours and provides a guide to the assessment and intervention process. The book is divided into three parts, with the first outlining classifications of different types of anxiety, such as Social Anxiety Disorder, Panic Disorder and Obsessive-Compulsive Disorder. Parts 2 and 3 cover areas including: ‘Talking to Parents About Anxiety’, ‘Helping Parents Develop Effective Communication Skills’ and ‘Fostering Self-Care and Resilience’. The book also includes appendices with handouts, a questionnaire and resources such as breathing activities. challenging for many teachers and this book is supportive and informative in that context. Chapters include: ‘Why the arts should play a central role in primary schools’, ‘Visual and plastic arts’, ‘Music’, and ‘Dance and Drama’.
The chapter on music is interesting in terms of its focus on rhythm and how it can be applied across the curriculum as well as recognising the power of singing for improving the emotional and physiological aspects of learning.
This is a thought-provoking book, with a central section of colour illustrations of artwork. Kenyon makes a powerful argument for placing the arts at ‘the very heart’ of education. A very readable and inspiring text
Working With Parents of Anxious Children: Therapeutic Strategies for Encouraging Communication, Coping & Change
£19.99
The author provides some background to early brain development in the context of anxiety, using case studies to illustrate his points.The chapters are well-written and accessible and provide clear insights into causes and strategies that can support the anxious child. A summary of key ideas at the end of each chapter provides the reader with a clear and helpful overview of content.
The meaning of the child’s symptoms and behaviour is explored and linked to ways to improve communication skills and to face difficult conversations. In terms of schools, McCurry claims that real changes to a child’s anxiety require changes to the systems or situations where the anxiety typically occurs.An interesting insight into anxiety in childhood.
