Pupils with special needs and the National Literacy Strategy: an analysis of the literature

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Abstract

When the National Literacy Strategy was implemented in September 1998, Kate Wall was teaching at a junior school in the southwest of England. She became keenly aware of the effects it had on herself as a practitioner, her colleagues and the children identified with special educational needs (SEN) in her class. Now, as an educational researcher, she has had the opportunity to look at the policy changes in literacy education from a new perspective. In this article, looking at current research and commentaries on the National Literacy Strategy and using her own experiences and background, Kate asks how it affects teachers’ professionalism, their practice and perceptions on the inclusion of pupils with SEN.
Original languageEnglish
Pages (from-to)35-41
Number of pages7
JournalSupport for Learning
Volume18
Issue number1
Early online date31 Jan 2003
DOIs
Publication statusPublished - 28 Feb 2003

Keywords

  • literacy
  • special education
  • special educational needs
  • literacy education
  • national literacy strategy
  • English education system
  • Ofsted inspections
  • league tables

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