Barbara Riddick
Biographic Data
| ID | 6573579 |
|---|---|
| NAME | Barbara Riddick |
| GIVEN NAMES | Barbara |
| FAMILY NAME | Riddick |
| SIGNATURE | RIDDICK B |
| AFFILIATIONS | University of Jeddah |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 38 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 3 |
Principals’ Perceptions of the School Counsellor Role in Saudi Arabia
Experiences of teachers and trainee teachers who are dyslexic
In the current climate of inclusion, an important issue involves the inclusion of teachers with a range of disabilities. The Dyslexia in Higher Education Report raised concerns about the negative attitude of some teacher training departments to admitting and supporting students with dyslexia. This study interviewed a small number of practising teachers and trainee teachers with dyslexia about their experiences of teaching and training and the spe…
Dyslexia and inclusion
Prevailing clinical and educational models of dyslexia have focused on effective ways of addressing the proposed core deficits such as poor phonological skills. These models have been helpful in guiding intervention and bringing about some improvements in children's literacy performance (Hatcher, 1994). From a social model of disability perspective these models have not considered sufficiently how cultural factors such as specified school literac…
An Examination of the Relationship Between Labelling and Stigmatisation with Special Reference to Dyslexia
In this paper it is argued that although labelling can lead to stigmatisation, this is not always the case. Evidence is presented to demonstrate that stigmatisation can take place in the absence of formal labelling or stigmatisation can precede labelling. Most of the evidence presented is from two interview studies one with 27 children and the other with 16 adults. It is suggested that further deconstruction of the labelling process is necessary,…
Dyslexia
It is argued that a number of myths are held by a range of educationalists about why parents seek to have their children labelled dyslexic. The present study shows many of these myths to be untrue and illustrates how proper dialogue with children and parents can lead to a better understanding of the social and emotional as well as academic consequences of a specific learning disability such as dyslexia
Dyslexia and inclusion
Prevailing clinical and educational models of dyslexia have focused on effective ways of addressing the proposed core deficits such as poor phonological skills. These models have been helpful in guiding intervention and bringing about some improvements in children's literacy performance (Hatcher, 1994). From a social model of disability perspective these models have not considered sufficiently how cultural factors such as specified school literac…
An Examination of the Relationship Between Labelling and Stigmatisation with Special Reference to Dyslexia
In this paper it is argued that although labelling can lead to stigmatisation, this is not always the case. Evidence is presented to demonstrate that stigmatisation can take place in the absence of formal labelling or stigmatisation can precede labelling. Most of the evidence presented is from two interview studies one with 27 children and the other with 16 adults. It is suggested that further deconstruction of the labelling process is necessary,…
Experiences of teachers and trainee teachers who are dyslexic
In the current climate of inclusion, an important issue involves the inclusion of teachers with a range of disabilities. The Dyslexia in Higher Education Report raised concerns about the negative attitude of some teacher training departments to admitting and supporting students with dyslexia. This study interviewed a small number of practising teachers and trainee teachers with dyslexia about their experiences of teaching and training and the spe…
Dyslexia
It is argued that a number of myths are held by a range of educationalists about why parents seek to have their children labelled dyslexic. The present study shows many of these myths to be untrue and illustrates how proper dialogue with children and parents can lead to a better understanding of the social and emotional as well as academic consequences of a specific learning disability such as dyslexia
Dyslexia
It is argued that a number of myths are held by a range of educationalists about why parents seek to have their children labelled dyslexic. The present study shows many of these myths to be untrue and illustrates how proper dialogue with children and parents can lead to a better understanding of the social and emotional as well as academic consequences of a specific learning disability such as dyslexia
An Examination of the Relationship Between Labelling and Stigmatisation with Special Reference to Dyslexia
In this paper it is argued that although labelling can lead to stigmatisation, this is not always the case. Evidence is presented to demonstrate that stigmatisation can take place in the absence of formal labelling or stigmatisation can precede labelling. Most of the evidence presented is from two interview studies one with 27 children and the other with 16 adults. It is suggested that further deconstruction of the labelling process is necessary,…
Dyslexia and inclusion
Prevailing clinical and educational models of dyslexia have focused on effective ways of addressing the proposed core deficits such as poor phonological skills. These models have been helpful in guiding intervention and bringing about some improvements in children's literacy performance (Hatcher, 1994). From a social model of disability perspective these models have not considered sufficiently how cultural factors such as specified school literac…
Experiences of teachers and trainee teachers who are dyslexic
In the current climate of inclusion, an important issue involves the inclusion of teachers with a range of disabilities. The Dyslexia in Higher Education Report raised concerns about the negative attitude of some teacher training departments to admitting and supporting students with dyslexia. This study interviewed a small number of practising teachers and trainee teachers with dyslexia about their experiences of teaching and training and the spe…
Principals’ Perceptions of the School Counsellor Role in Saudi Arabia
Psychology (5 works) · Dyslexia (4 works) · Reading (process (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Cognitive psychology (3 works) · Developmental psychology (3 works) · Early Childhood Education and Development (2 works) · Inclusion (mineral (2 works) · Learning disability (2 works)