Table Of ContentSupporting Disorders of Learning
and Co-ordination
This revised and updated third edition, previously titled The Effective
Teacher’s Guide to Dyslexia and Other Learning Difficulties (Learning Dis-
abilities), unravels the complexity of specific learning difficulties in an
accessible and user-friendly way.
Each chapter provides key information about the disorder in question,
givingacleardefinitionbeforediscussingprevalence,causalfactors,identi-
fication,andassessmentandprovision.Implicationsforthecurriculumand
related assessment, pedagogy, resources, therapy/care, and school and
classroom organisation are explained, allowing providers to reflect and
adapt their practice in response to the needs of the individual. The book
informs effectiveprovision,withthe aim of encouragingthe best achieve-
mentandpersonalandsocialdevelopmentforchildrenandyoungpeople.
The book authoritatively and lucidly addresses issues associated with
(cid:1) impairment in reading/dyslexia,
(cid:1) impairment in written expression/dysgraphia,
(cid:1) impairment in mathematics/dyscalculia, and
(cid:1) developmental co-ordination disorder/dyspraxia.
Recognising the importance and the challenge of multi-professional
working, the book relates provision to the roles of parents and carers
alongside that of the practitioner. Underpinned by research and widely
held professional judgement, this will prove a practical, readable, and
inspiringresourceforprofessionalsintheUK,US,andelsewhereincluding
teachers,therapists,psychologists,andstudentsenteringtheseprofessions.
MichaelFarrellisawidelypublishedprivatespecialeducationconsultant.
He works with children, families, schools, local authorities, voluntary
organisations, universities, and government ministries. He has published
books extensively with Routledge, with recent titles including The Special
EducationHandbook(4thedition)andDebatingSpecialEducation.
The Effective Teacher’s Guides Series, all by Michael Farrell
The Effective Teacher's Guide to Behavioural and Emotional
Disorders: Disruptive Behaviour Disorders, Anxiety Disorders
and Depressive Disorders, and Attention Deficit Hyper-
activity Disorder, 2nd edition
PB: 978-0-415-56568-4 (Published 2010)
The Effective Teacher's Guide to Sensory and Physical
Impairments: Sensory, Orthopaedic, Motor and Health
Impairments, and Yraumatic Brain Injury, 2nd edition
PB: 978-0-415-56565-3 (Published 2010)
The Effective Teacher's Guide to Autism and Communication
Difficulties, 2nd edition
PB: 978-0-415-69383-7 (Published 2012)
The Effective Teacher's Guide to Moderate, Severe, and
Profound Learning Difficulties (Cognitive Impairments), 2nd
edition
PB: 978-0-415-69387-5 (Published 2012)
SupportingDisorders ofLearning andCo-ordination: Effective
ProvisionforDyslexia,Dysgraphia,Dyscalculia, andDyspraxia,
3rd edition
PB: 978-1-032-01271-1 (Published 2022)
Supporting Disorders of
Learning and Co-ordination
ff
E ective Provision for Dyslexia,
Dysgraphia, Dyscalculia, and Dyspraxia
Third edition
Michael Farrell
Thirdeditionpublished2022
byRoutledge
2ParkSquare,MiltonPark,Abingdon,OxonOX144RN
andbyRoutledge
605ThirdAvenue,NewYork,NY10158
RoutledgeisanimprintoftheTaylor&FrancisGroup,aninformabusiness
©2022MichaelFarrell
TherightofMichaelFarrelltobeidentifiedasauthorofthisworkhasbeenasserted
byhiminaccordancewithsections77and78oftheCopyright,DesignsandPatents
Act1988.
Allrightsreserved.Nopartofthisbookmaybereprintedorreproducedorutilisedin
anyformorbyanyelectronic,mechanical,orothermeans,nowknownorhereafter
invented,includingphotocopyingandrecording,orinanyinformationstorageor
retrievalsystem,withoutpermissioninwritingfromthepublishers.
Trademarknotice:Productorcorporatenamesmaybetrademarksorregisteredtrademarks,
andareusedonlyforidentificationandexplanationwithoutintenttoinfringe.
FirsteditionpublishedbyRoutledge2006
SecondeditionpublishedbyRoutledge2011
BritishLibraryCataloguing-in-PublicationData
AcataloguerecordforthisbookisavailablefromtheBritishLibrary
LibraryofCongressCataloging-in-PublicationData
Names:Farrell,Michael,1948-author.
Title:Supportingdisordersoflearningandco-ordination:effectiveprovisionfor
dyslexia,dysgraphia,dyscalculiaanddyspraxia/MichaelFarrell.
Othertitles:Effectiveteacher’sguidetodyslexiaandotherlearningdifficulties
(learningdisabilities)
Description:3rdedition.|Abingdon,Oxon;NewYork,NY:Routledge,2022.|
Series:Theeffectiveteacher’sguides|Revisededitionof:Theeffectiveteacher’sguide
todyslexiaandotherlearningdifficulties(learningdisabilities).2nded.2012|Includes
bibliographicalreferencesandindex.
Identifiers:LCCN2021019870(print)|LCCN2021019871(ebook)|ISBN
9781032012735(hardback)|ISBN9781032012711(paperback)|ISBN
9781003177975(ebook)
Subjects:LCSH:Dyslexia--GreatBritain.|Dyslexicchildren--Education--GreatBritain.|
Learningdisabledchildren--Education--GreatBritain.
Classification:LCCLC4710.G7F372022(print)|LCCLC4710.G7(ebook)|
DDC371.91/440941--dc23
LCrecordavailableathttps://lccn.loc.gov/2021019870
LCebookrecordavailableathttps://lccn.loc.gov/2021019871
ISBN:978-1-032-01273-5(hbk)
ISBN:978-1-032-01271-1(pbk)
ISBN:978-1-003-17797-5(ebk)
DOI:10.4324/9781003177975
TypesetinBembo
byTaylor&FrancisBooks
Contents
About the author vi
Preface to the 3rd edition viii
1 Introducing disorders of learning and co-ordination, and
provision 1
2 Impairment in reading/dyslexia 7
3 Impairment in written expression 28
4 Impairment in mathematics 48
5 Developmental co-ordination disorder 69
6 Multi-professional working 90
Index 101
About the author
About the author vii
Michael Farrell was educated in the United Kingdom. After training as a
teacher at Bishop Grosseteste College, Lincoln, and obtaining an honours
degreefrom Nottingham University, he gaineda Masterof Artsdegree in
education and psychology from the Institute of Education, London Uni-
versity. Subsequently, he carried out research for a Master of Philosophy
degreeattheInstituteofPsychiatry,MaudsleyHospital,London,andfora
Doctor of Philosophy degree under the auspices of the Medical Research
CouncilCognitiveDevelopmentUnitandLondonUniversity.
Professionally,MichaelFarrellworkedasaheadteacherandasalecturer
at London University. He managed a national psychometric project for
City University, London, and directed a national initial teacher-training
project for the United Kingdom Government Department of Education.
For over a decade, he led inspections of mainstream schools and of special
schoolsandunits(boarding,day,hospital,psychiatric).Currently,heworks
witharangeofclientsasaprivatespecialeducationconsultant.Thecoun-
trieswherehehaslecturedorprovidedconsultancyservicesincludeChina,
Japan,theSeychelles,Australia,Peru,Sweden,andtheUnitedKingdom.
Among his books, which have been translated into European and
Asian languages, are Looking into Special Education (Routledge, 2014) and
Investigating the Language of Special Education (Palgrave Macmillan, 2014).
Preface to the third edition
It is a great pleasure to be writing the preface to Supporting Disorders of
LearningandCo-ordination(thirdedition).WhenIheardfromreadersand
led conferences using the previous edition of this book, then called The
Effective Teacher’s Guide to Dyslexia and Other Learning Difficulties, it
became increasingly clear that it spoke to a wide range of people.
Certainly, these included teachers, head teachers, classroom assistants, and
schoolgovernorsandmanagers.Butequallyimportantwerepsychotherapists,
audiologists, speech and language therapists/pathologists, and many
others.Parentsofchildrenandyoungpeoplewithadisorderoflearning
orco-ordinationwereimportantparticipants.
In this new edition, I am pleased to better reflect this wide range of
interest not only in the book’s title but in its content. The book has also
beenupdatedtoreflectfurtherdevelopmentsinresearchandunderstanding.
Michael Farrell
Herefordshire, United Kingdom
[email protected]
Chapter 1
Introducing disorders of
learning and co-ordination,
and provision
Introduction
Here, I introduce disorders of learning and co-ordination. The chapter
explains aspects of these disorders such as ‘prevalence’ and ‘causal fac-
tors’, and, regarding provision, discusses examples such as, ‘pedagogy’,
‘therapy’, and ‘organisation’. I outline the content and structure of the
book, highlighting features of this new edition, and explain for whom
the book is intended.
Disorders of learning and co-ordination
Disorders of learning and co-ordination discussed in the present
book are
(cid:1) impairment in reading/dyslexia,
(cid:1) impairment in written expression/dysgraphia,
(cid:1) developmental co-ordination disorder/dyspraxia, and
(cid:1) impairment in mathematics/dyscalculia.
These disorders are sometimes called ‘specific’ in that, being cir-
cumscribed, they do not imply a generalised difficulty in learning (as
does for example cognitive impairment). The designation goes back
some years. In the US, ‘specific learning disability’ is one of the
designated disability codes (code 9) reflecting categories of disability
under federal law which include impairment in reading, impairment in
written expression, and impairment in mathematics (20 United States
Code 1402, 1997). In England, a similar classification, ‘specific learning
difficulties’, comprises dyslexia, dyscalculia, and dyspraxia (Department
of Education and Skills, 2005).
DOI: 10.4324/9781003177975-1
