A 13‐year‐old male adolescent with dyslexia was studied to examine how holistic approaches to intervention can foster academic achievement and emotional well‐being. Findings suggest that appropriate strategies can empower learners and raise standards and highlight the importance of teacher empathy in enhancing the quality of the learning environment. This is best achieved through collaborative practice and whole‐school systemic work.
As a follow‐up, a convenience sample of 25 dyslexic adolescents was surveyed to examine perceptions of being dyslexic and evaluations of the learning environment. Results indicated that although study skills are being taught, teachers may lack approachability and empathy. Findings are discussed in the context of the role of teachers in promoting student engagement and enhancing self‐efficacy. Strategies are suggested for empowering learners, promoting self‐esteem, and modifying the learning environment to provide student‐centered, affective, and social‐academic pathways.
The following article considers the possibility of redefining the second stage of labour to place the emphasis on descent rather than dilatation. The idea for this was triggered when the author attending the Jean Sutton's Optimal Fetal Positioning study day. The article suggests that the new definition for 2nd stage would be ‘From when the presenting part has passed through the cervix and is therefore below the ischial spines, to the baby being born’. It discusses the current problems seen in labour – that of a mother pushing too early and the delaying tactics used by midwives – and how the new definition would help to overcome these issues> It also incorporates the two other stages often seen in labour; ‘transition’ stage and the ‘rest and be thankful stage’, offering an order in which these stages could work with the new definition.
The survey was based on a postal questionnaire sent out to a stratified sample of 350 primary schools in October 2008 and explored the following aspects of PDMU: training and resources; teaching methodologies; assessment; and implementation and outcomes. The findings suggest that teachers are on the whole successfully implementing PDMU in accordance with the guidance from the Council for Curriculum Examination and Assessment, and that the impact on the pupils, classroom and school has been beneficial. Constraints are nonetheless identified of time, training and teacher confidence. The conclusion confirms the consensus on the importance of PDMU; however, more research is needed on the longterm impact of how PDMU enhances learning and influences behaviours, taking into account not only the views of teachers and pupils but also research that is carried out by these key stakeholders.
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