Dimitra Hartas – författare

First published in 2005, this timely volume challenges those who see faith schools as contributing positively to the well-being of society and responding to parent choice to think through the implications of September 11 for our multi-ethnic and multi-faith society without taking a position on the ultimate necessity of faith schools.

The authors conducted research in several faith-based schools representative both of older religious traditions in England and Wales, and of those which have been more recently established. The focus was on state-funded faith-based schools, but a range were visited to provide an overview of issues facing all faith-based schools, as well as those specific to newly funded institutions.

First published in 2005, this timely volume challenges those who see faith schools as contributing positively to the well-being of society and responding to parent choice to think through the implications of September 11 for our multi-ethnic and multi-faith society without taking a position on the ultimate necessity of faith schools.

The authors conducted research in several faith-based schools representative both of older religious traditions in England and Wales, and of those which have been more recently established. The focus was on state-funded faith-based schools, but a range were visited to provide an overview of issues facing all faith-based schools, as well as those specific to newly funded institutions.

Packed full of activities, real-life case studies, tasks and suggestions, this informative book will equip teachers with the kind of practical knowledge needed to teach young children with dyslexia effectively.

Tackling the subject in a clear and realistic way, the author encourages teachers to think critically in terms of the changing nature of special educational needs, and teaching and learning in early years. She addresses a variety of classroom issues, such as:

In addition the book considers the implications of current research for everyday classroom practice, makes recommendations for employing technologies and for accessing web-based information and resources.

Packed full of activities, real-life case studies, tasks and suggestions, this informative book will equip teachers with the kind of practical knowledge needed to teach young children with dyslexia effectively.

Tackling the subject in a clear and realistic way, the author encourages teachers to think critically in terms of the changing nature of special educational needs, and teaching and learning in early years. She addresses a variety of classroom issues, such as:

In addition the book considers the implications of current research for everyday classroom practice, makes recommendations for employing technologies and for accessing web-based information and resources.