Dyslexia in higher education / Amanda T Abbott-Jones

Public ISBD Titre : Dyslexia in higher education : anxiety and coping skills Type de document : texte imprimé Auteurs : Amanda T Abbott-Jones, Auteur Editeur : Cambridge : Cambridge university press Année de publication : 2022 Importance : 1 vol. (xvi-306 p.) Format : 24 cm ISBN/ISSN/EAN : 978-1-316-51700-0 Langues : Anglais (eng) Mots-clés : Dyslexics  Education (Higher)  College students with disabilities  Psychology  Anxiety  Stress (Psychology)  Stress management  Stress (Physiology)  Étudiants dyslexiques  Étudiants handicapés  Psychologie  Stress  Gestion du stress Index. décimale : 371.9 Résumé : "Current book publications in the form of study skills books for dyslexic higher education students written by dyslexia practitioners and education professionals have to date been focused on the delivery of effective cognitive study skills strategies with less emphasis on supporting students with developing techniques to manage anxiety and stress in relating to their academic courses. Yet, if negative emotional consequences of dyslexia are exacerbated, and if there is little understanding from published materials in the field of dyslexia of the association between dyslexia and negative emotion for the dyslexic higher education student, this could have a more harmful impact on student progression than the cognitive deficits connected with their dyslexia"-- Dyslexia in higher education : anxiety and coping skills [texte imprimé] / Amanda T Abbott-Jones, Auteur . - Cambridge : Cambridge university press, 2022 . - 1 vol. (xvi-306 p.) ; 24 cm. ISBN : 978-1-316-51700-0 Langues : Anglais (eng) Mots-clés : Dyslexics  Education (Higher)  College students with disabilities  Psychology  Anxiety  Stress (Psychology)  Stress management  Stress (Physiology)  Étudiants dyslexiques  Étudiants handicapés  Psychologie  Stress  Gestion du stress Index. décimale : 371.9 Résumé : "Current book publications in the form of study skills books for dyslexic higher education students written by dyslexia practitioners and education professionals have to date been focused on the delivery of effective cognitive study skills strategies with less emphasis on supporting students with developing techniques to manage anxiety and stress in relating to their academic courses. Yet, if negative emotional consequences of dyslexia are exacerbated, and if there is little understanding from published materials in the field of dyslexia of the association between dyslexia and negative emotion for the dyslexic higher education student, this could have a more harmful impact on student progression than the cognitive deficits connected with their dyslexia"--

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