Improving Literacy Skills for Children with Special Educational Needs: A Guide to Helping in the Early and Primary Years

Improving Literacy Skills for Children with Special Educational Needs: A Guide to Helping in the Early and Primary Years

Improving Literacy Skills for Children with Special Educational Needs: A Guide to Helping in the Early and Primary Years

Improving Literacy Skills for Children with Special Educational Needs: A Guide to Helping in the Early and Primary Years

Synopsis

This practical book, written by experienced practitioners, will help teachers of pupils with Special Educational Needs assess, record and improve the literacy skills of their pupils. The creation of the National Literacy Strategy and the Literacy Hour has put additional demands upon teachers, particularly those concerned with Special Needs. The book covers all aspects of literacy development through the Early and Primary Years including early skills, reading, phonological skills, writing, spelling and handwriting. This resource pack includes advice and ideas on record keeping with Individual Education Plans, assessing pupils' skills and strategies for future learning. It contains photocopiable checklists and assessment sheets for both teacher and pupil to complete and has clear child-friendly illustrated worksheets throughout. An indispensable resource for all classrooms.

Excerpt

The National Literacy Strategy

Using this pack with the NLS

The NLS offers reference points for day to day teaching. It sets out teaching objectives from Reception to Year 6, with the aim of helping teachers plan and manage the improvement of literacy. It attempts to show teachers how their pupils will progress through their primary school years.

The NLS defines 'literacy' as a balance between the skills of reading, writing and speaking and listening. For teachers of pupils with special educational needs, the challenge is to ensure that pupils make progress through all aspects of literacy, with both timing and pace being appropriate to their needs.

Teachers of pupils with sen must ensure that any assessments that are undertaken help inform the 'next step' in the learning process. As the NLS suggests texts to provide structure for writing, and subdivides the objectives for reading and writing, the three strands of word, sentence and text level work cover what is essential to help the child achieve that objective.

Although pupils with sen may not keep pace with their peers, the framework offers a good starting point to help teachers establish the targets for individual IEPs. It is also a structure to help teachers plot where the pupil is, and plan where they need to go next, whilst ensuring that all aspects of 'literacy' are both covered and balanced.

Using the pack with the literacy hour

The framework offers the content for the literacy hour, leaving the teacher to achieve balance through their short and medium-term planning. Having identified what the child can do, and what they need to move on to, the teacher can use the NLS strands to decide what pupils will work on at word and sentence level. Used in conjunction with the nls, the assessment pack can point teachers to the next point in the pupils' learning. the literacy hour can then become another vehicle for addressing individual need in a classroom setting.

Record keeping and individual education plans (IEPs)

The Code of Practice for Special Educational Needs suggests that any child registered at Stage 2 or above needs to have an individual education plan (IEP). This sets out their specific targets for the next review period.

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.