ABSTRACT
The Routledge International Handbook of Dyslexia in Education showcases the various examples, expertise, and successful initiatives attempted to include students with dyslexia around the globe. It highlights progress and identifies gaps for growth globally to stand united against dyslexia as a literacy problem and a specific learning disability challenge.
Taking a truly global view, each chapter from world-leading experts highlights issues related to the definition of dyslexia and how its recognised locally, its implications on relevant legislations and educational policy, and how teacher training programs on dyslexia are delivered at both pre-service and in-service levels. Contributors to this handbook also discuss and compare the services and tools available to identify individuals with dyslexia, such as nationally standardized tests and tools for dyslexia assessment.
Students, researchers, teachers, and other educational professionals who require highly relevant, research-informed guidance on dyslexia and its awareness, identification, training, outreach, and intervention around the globe will find this handbook an essential and timely resource. Readers will also be able to identify shared experiences and good lessons from around the world, as well as learn about better strategies to guide their journey in their own local community.
Part 1: Dyslexia around the world
Chapter 1: Introduction to the Handbook
Chapter 2: The changing face of dyslexia: Intervention and support in Australia
Chapter 3: Overview of dyslexia in Brazil: Discoveries and challenges
Chapter 4: Dyslexia in Cambodia
Chapter 5: Dyslexia in Canada: Diversity in cultures, landscapes and approaches to education
Chapter 6: Shenzhen, China: The innovation and technology for sustainable development in dyslexia services
Chapter 7: Czech dyslexia support system: from diagnostic-theraputic to preventive intervention model
Chapter 8: Dyslexia in Egypt
Chapter 9: Dyslexia in Estonia: Towards equal educational opportunities for all children
Chapter 10: Light at the end of the tunnel for dyslexics in the multilingual and multiscript Ethiopia
Chapter 11: Finnish perspectives on dyslexia
Chapter 12: Dyslexia awareness, educational policies and inclusion in a developing world: the Ghanaian experience
Chapter 13: Dyslexia in Education in Hong Kong
Chapter 14: Dyslexia in Maharashtra, India: The past, present and the future in the light of evolving national legislations
Chapter 15: Dyslexia in Tamil Nadu State, India: Awareness, technology, and multi-sensory teaching in a bilingual environment
Chapter 16: Briding awareness and advocacy with collaboration towards better dyslexia management in Indonesia
Chapter 17: Dyslexia in Iran: Provisions, practices and beliefes in a relatively transparent orthography
Chapter 18: Dyslexia in Israel Arabic and Hebrew speakers
Chapter 19: Dyslexia in Italy: Different Interpretations
Chapter 20: Japan: Developmental dyslexia in two writing systems using three scripts
Chapter 21: Demystifying dyslexia in Kenya
Chapter 22: The Kuwaiti experience of dyslexia: Ample legislation, insufficient awareness and training
Chapter 23: Latvia: Dyslexia in a post-Soviet environment
Chapter 24: Dyslexia in Lebanon
Chapter 25: Reality of Dyslexia in Libyan Schools
Chapter 26: Understanding dyslexia in Malawi: Educating and strengthening through awareness
Chapter 27: Dyslexia in Sarawak, Malaysia: A case for structured phonics
Chapter 28: Dyslexia in Aotearoa, New Zealand: An issue both old and new
Chapter 29: Dyslexia in Nigeria: Problems, prospects and possibilities
Chapter 30: Dyslexia from a Pakistani perspective: Unique challenges and innovative approaches
Chapter 31: Qatar: Expanding services for quality education for students with dyslexia
Chapter 32: Dyslexia in Singapore
Chapter 33: South Korea: Exploring dyslexia for educational supports beyond screening and diagnosis
Chapter 34: Dyslexia in Spain: Evidence-based Lessons learned from the Canary Islands
Chapter 35: A picture of dyslexia in Sweden
Chapter 36: Implimenting social change in Taiwan: seeing learning disabilities as differences not as barriers
Chapter 37: Overview of the situation for dyslexia in Thailand
Chapter 38: Dyslexia in education in Turkey
Chapter 39: Embracing dyslexia within diversity and multilingualism in the United Arab Emirates
Chapter 40: Embracing dyslexia in the UK: Awareness, action and achievement
Chapter 41: United States: The journey towards excellence and innovation for dyslexia
Chapter 42: Dyslexia in Vietnam: Towards individual support and inclusion
Part 2: Dyslexia: A Global Perspective
Chapter 43: Dyslexia World-wide: A view of emerging themes
Chapter 44: Dyslexia around the globe: Perspectives on practice
Chapter 45: Dyslexia in Asia
Chapter 46: Dyslexia in the Arab World: Perspectives, implications and recommendtions
Chapter 47: Dyslexia World-wide: A personal view of advances and challenges
