A thorough and comprehensive guide for both education professionals and those affected by dyslexia, this book is predominantly a guidebook. It includes lots of practical advice and is based on the authors? sound knowledge of current theory and practice. It includes: photocopiable materials contact and reference details personal organisation advice ways forward for potential problems information on secondary or associated difficulties.

Claire Jamieson is Dyslexia Coordinator at University College London.

Foreword
Preface
Acknowledgements
Abbreviations
Dyslexia: Audience: Academic staff, dyslexic students, disability staff, student welfare administration staff, students' union disability representatives	p. 1
What is dyslexia?
Acquired dyslexia
Developmental dyslexia
Dyslexia and intelligence
Dyslexia and spatial ability
Dyslexia as a continuum: the interaction of causes and effects
Late diagnosis
Putting dyslexia in perspective
Other specific learning difficulties
Key points
Assessment and Diagnosis of Dyslexia in Higher Education: Audience: dyslexic students and their parents or family members, disability staff, academic staff	p. 8
The DfES , now DIUS report 2005
The diagnostic criteria for dyslexia
IQ/attainment discrepancy
Students with English as a second or additional language
When is a reassessment necessary?
What should be assessed?
Which tests should be used?
The assessment process
The recommended format for a diagnostic assessment report
Who is qualified to administer assessments ?
Routes to qualification
The National Committee for Standards in Assessment
Training and Practice (informally known as SASC SpLD Assessment Standards Committee)
Funding and procedures for assessment
The assessment report
Benefits of assessment to previously undiagnosed students
Key points
Dyslexic Students in Higher Education: Audience: dyslexic students and academic staff	p. 17
Students with an existing diagnosis
The changing profile of students in HE
Mature students
Choice of degree subject
Varying demands on literacy skills
Teaching and learning at university
Academic assessment at university
Marking the work of dyslexic students
The Association of Dyslexia Specialists in Higher Education (ADSHE)
Key points
Dyslexia within the Disability Framework: Audience: dyslexic students, disability/dyslexia staff, academic staff	p. 24
The Disability Discrimination Act 1995 (DDA)
Dyslexia as a disability
The dyslexia 'label'
The Disabled Students' Allowances (DSA)
Key points
Dyslexia: Effects and Strategies: Audience: Academic staff, dyslexic students	p. 34
Reading
Writing
Number skiJls
Oral Skills
Examinations
Foreign Languages
Time Management
Key points
Reasonable Adjustments: Audience: dyslexia/disability staff, academic staff, non-academic support staff, dyslexic students	p. 48
Background information
Competence standards
Examples of reasonable adjustments
Placements
Students not in receipt of DSA funding
Key points
Roles and Responsibilities: Audience: dyslexic students, academ ic staff, dyslexia tutors	p. 60
Models of dyslexia and disability services
Accessing support
Who is likely to provide what help?
Responsibilities of the student
International stude nts
Key points
CD and photocopiable resources	p. 69
Student registration document (dyslexia/disability services)
Permission to disclose personal information
Notification of student's registration as dyslexic
Confidential information for academic/library staff
Application for support from the HE Access to Learning Fund (ALF)
ALF application (alternative form )
Student questionnaire (screening/background to assessment)
Dyslexia tuition record form
Dyslexia tuition evaluation form
References	p. 88
Websites	p. 90
Other resources	p. 92
Index	p. 93
Table of Contents provided by Blackwell. All Rights Reserved.

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