Description
Taylor and Francis Ltd The Routledge International Handbook of Dyslexia in Education 1st Edition 2022 Hardbound by Elbeheri, Gad
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._x000D__x000D_Taking a truly global view, each chapter from world-leading experts highlights issues related to the definition of dyslexia and how it is 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. _x000D__x000D_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._x000D_ _x000D_
Part 1: Dyslexia around the world _x000D_
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Chapter 1: Introduction to the Handbook _x000D_
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Gad Elbeheri_x000D_
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Chapter 2: The changing face of dyslexia: Intervention and support in Australia _x000D_
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Mandy Nayton_x000D_
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Chapter 3: Overview of dyslexia in Brazil: Discoveries and challenges _x000D_
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M. Nico, A. Belli, F. Capovilla, M. De Luca, R. Guimaraes, R. De Lima, A.Navas, R. Roama-Alves, A. Seabra, L. Simi and S. De Souza_x000D_
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Chapter 4: Dyslexia in Cambodia _x000D_
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George Cowie and Ian Hodgson_x000D_
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Chapter 5: Dyslexia in Canada: Diversity in cultures, landscapes and approaches to education _x000D_
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Corey Zylstra_x000D_
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Chapter 6: Shenzhen, China: The innovation and technology for sustainable development in dyslexia services _x000D_
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Wang Lei and Liang Yueyi_x000D_
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Chapter 7: Czech dyslexia support system: from diagnostic-theraputic to preventive intervention model_x000D_
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Anna Kucharska and Klara Spackova_x000D_
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Chapter 8: Dyslexia in Egypt _x000D_
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Gad Elbeheri_x000D_
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Chapter 9: Dyslexia in Estonia: Towards equal educational opportunities for all children _x000D_
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Ene Varik-Maasik and Kadi Lukanenok_x000D_
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Chapter 10: Light at the end of the tunnel for dyslexics in the multilingual and multiscript Ethiopia _x000D_
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Abebayehu Messele Mekonnen _x000D_
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Chapter 11: Finnish perspectives on dyslexia _x000D_
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Heikki Lyytinen and Mikko Aro_x000D_
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Chapter 12: Dyslexia awareness, educational policies and inclusion in a developing world: the Ghanaian experience_x000D_
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Rosalin Abigail Kyere-Nartey _x000D_
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Chapter 13: Dyslexia in Education in Hong Kong _x000D_
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Kevin Kien Hoa Chung_x000D_
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Chapter 14: Dyslexia in Maharashtra, India: The past, present and the future - in the light of evolving national legislations _x000D_
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Masarrat Khan_x000D_
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Chapter 15: Dyslexia in Tamil Nadu State, India: Awareness, technology and multi-sensory teaching in a bilingual environment _x000D_
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D. Chandrasekhar, Mala Natarajan and Harini Ramanujam_x000D_
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Chapter 16: Bridging awareness and advocacy with collaboration towards better dyslexia management in Indonesia_x000D_
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Kristiantini Dewi Soegondo _x000D_
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Chapter 17: Dyslexia in Iran: Provisions, practices and beliefs in a relatively transparent orthography _x000D_
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Amir Sadeghi, Mitra P. Niyazi, Parisa Tadi, Reyhaneh Mohammadi, Abolfazl Saeidi and John Everatt_x000D_
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Chapter 18: Dyslexia in Israel Arabic and Hebrew speakers _x000D_
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Salim Abu Rabia and Haneen Wattad_x000D_
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Chapter 19: Dyslexia in Italy: Different Interpretations _x000D_
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di Piero Crispiani and Eleonora Palmieri_x000D_
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Chapter 20: Japan: Developmental dyslexia in two writing systems using three scripts _x000D_
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Akira Uno_x000D_
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Chapter 21: Demystifying dyslexia in Kenya _x000D_
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Phyllis Wamucii Munyi-Kariuki_x000D_
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Chapter 22: The Kuwaiti experience of dyslexia: Ample legislation, insufficient awareness and training _x000D_
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Abir Al-Sharhan and John Everatt_x000D_
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Chapter 23: Latvia: Dyslexia in a post-Soviet environment _x000D_
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Eva Birzniece and Thomas Schmit_x000D_
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Chapter 24: Dyslexia in Lebanon _x000D_
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Ahmad Oweini and Hiam Loufti ElZein_x000D_
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Chapter 25: Reality of Dyslexia in Libyan Schools _x000D_
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Youssif Zaghwani Omar_x000D_
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Chapter 26: Understanding dyslexia in Malawi: Educating and strengthening through awareness _x000D_
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Jeranjie Kamfose_x000D_
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Chapter 27: Dyslexia in Sarawak, Malaysia: A case for structured phonics _x000D_
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Ong Puay Hoon and Ong Puay Liu_x000D_
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Chapter 28: Dyslexia in Aotearoa New Zealand: An issue both old and new _x000D_
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John Everatt, Alison Arrow, Amanda Denston and Mike Sleeman_x000D_
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Chapter 29: Dyslexia in Nigeria: Problems, prospects and possibilities _x000D_
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Ijeoma John-Adubasim_x000D_
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Chapter 30: Dyslexia from a Pakistani perspective: Unique challenges and innovative approaches _x000D_
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Anushka Daroga Kharadi_x000D_
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Chapter 31: Qatar: Expanding services for quality education for students with dyslexia _x000D_
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Maha Al-Hendawi, Alaa Al-Qahwaji and Clayton E. Keller_x000D_
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Chapter 32: Dyslexia in Singapore _x000D_
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Geetha Shantha Ram_x000D_
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Chapter 33: South Korea: Exploring dyslexia for educational supports beyond screening and diagnosis _x000D_
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Aejin Lee_x000D_
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Chapter 34: Dyslexia in Spain: Evidence-based Lessons learned from the Canary Islands _x000D_
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Juan E. Jimenez_x000D_
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Chapter 35: A picture of dyslexia in Sweden _x000D_
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Susanna Cederquist and Siv Fischbein_x000D_
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Chapter 36: Implementing social change in Taiwan: seeing learning disabilities as differences, not as barriers _x000D_
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Su-Jan Lin_x000D_
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Chapter 37: Overview of the situation for dyslexia in Thailand _x000D_
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Piyanat Maneeratanayon, Nichara Ruangdaraganon, Prapatsorn Pree-iam and Benjawan Sruansan_x000D_
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Chapter 38: Dyslexia in education in Turkey _x000D_
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Tuncer Yavuz, Irem Su Yavuz, Bora Deveci and Tulin Fidan_x000D_
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Chapter 39: Embracing dyslexia within diversity and multilingualism in the United Arab Emirates _x000D_
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Ruba Tabari_x000D_
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Chapter 40: Embracing dyslexia in the UK: Awareness, action and achievement _x000D_
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Gavin Reid and Neil Mackay_x000D_
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Chapter 41: United States: The journey towards excellence and innovation for dyslexia _x000D_
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Elsa Cardenas Hagan_x000D_
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Chapter 42: Dyslexia and education in Vietnam: Towards individual support and inclusion _x000D_
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The-Hop Bui and Thi-Cam-Huong Nguyen_x000D_
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Part 2: Dyslexia: A Global Perspective _x000D_
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Chapter 43: Dyslexia World-wide: A view of emerging themes _x000D_
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Angela J. Fawcett_x000D_
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Chapter 44: Dyslexia around the globe: Perspectives on practice _x000D_
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Gavin Reid_x000D_
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Chapter 45: Dyslexia in Asia _x000D_
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Catherine McBride, Tomohiro Inoue, Zebedee Rui En Cheah and Gairanlu Pamei_x000D_
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Chapter 46: Dyslexia in the Arab World: Perspectives, implications and recommendtions _x000D_
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Ahmad Oweini and Ghada Awada_x000D_
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Chapter 47: Dyslexia World-wide: A personal view of advances and challenges _x000D_
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John Everatt_x000D_