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澳大利亚天主教论文代写:奥尔德姆

目前我教CCLD级别2和3在早期和助教课程级别2和3为学校。这些是在奥尔德姆大学。我的学生是16至60岁之间。我对部分进行教学时间,自愿和学习者从不同的儿童保健设置。我的论文将探讨诵读困难的孩子在学校的学习需求和策略,可以通过老师和助教来支持他们的需求。这是一个特殊的问题,已被确认与学院的学生和一个我的学生想要额外的支持,帮助他们进行他们的角色在工作场所与诵读困难的孩子。我将确定好的做法的例子和地区为了避免同时教学阅读困难者和儿童。以我目前的群学习者十分之一已被评估为阅读障碍。在学校据说至少有一个孩子在十在某种程度上可能是诵读困难(Hornsby 1997)。确定阅读障碍儿童早期将有利于他们能够支持实施之前让孩子参与进来。在这篇文章中,我将探讨某些行为标记可以帮助教师更有效地诊断任何学习者在课堂上的需要。鉴于阅读障碍的高百分比的确诊病例尤为重要,教师和助教有处理这些必要的知识和理解学习的需要。

澳大利亚天主教论文代写:奥尔德姆

Currently I teach the CCLD Level 2 and 3 in early years and also the Teaching Assistant courses at level 2 and 3 for schools. These are delivered at The Oldham College. My learners are aged between 16 and 60. I undertake teaching to part time, voluntary and employed learners from a variety of child care settings. My paper will explore the learning needs of dyslexic children in schools and the strategies that can be used by teachers and teaching assistants to support their needs. This is a particular issue that has been identified both with the college’s students and as an area that my student’s want additional support with to help them undertake their role in the workplace in relation to dyslexic children. I will identify examples of good practice and areas to avoid whilst teaching dyslexic learners and children. In my current cohort of learners one in ten has been assessed as having dyslexia. In schools it is said that at least one child in ten is likely to be dyslexic to some degree (Hornsby 1997). Identifying dyslexia in children early would benefit them by being able to put support in place earlier to keep children engaged. In this essay, I will explore how certain behavioural markers can help the teacher more effectively diagnose the needs of any learner in the classroom. Given the high percentage of undiagnosed cases of dyslexia it is especially important that teachers and teaching assistants have the knowledge and understanding to deal with these necessary learning needs.