Including children with special educational needs in the literacy hour: A continuing challenge

British Journal of Special Education

Volumn 30, Issue 1, 2003, Pages 13-20

  Miller, Carol ^a   Lacey, Penny ^a   Layton, Lyn ^a  

^a UNIVERSITY OF BIRMINGHAM   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23744450623     PISSN: 09523383     EISSN: 14678578     Source Type: Journal    
DOI: 10.1111/1467-8527.00276     Document Type: Article

References (22)

1. Berger, A. & Gross, J. (1999) Teaching the Literacy Hour in an Inclusive Classroom: supporting pupils with learning difficulties in a mainstream environment. London: David Fulton Publishers.
2. Berger, A. & Gross, J. (2001) ‘The right strategy’, Special! Spring 2001, 8–11.
3. Berger, A., Henderson, J. & Morris, D. (1999) Implementing the Literacy Hour for Pupils with Learning Difficulties. London: David Fulton Publishers.
4. Byers, R. (1999) ‘The National Literacy Strategy and pupils with special educational needs’, British Journal of Special Education, 26 (1), 8–11.
5. Carpenter, B. (2000) ‘A multi-modal approach to literacy’, in D. Smith (ed.) Success in the Literacy Hour. Tamworth: NASEN.
6. DfE (1994) Code of Practice on the Identification and Assessment of Special Educational Needs. London: HMSO.
7. DfEE (1997) Excellence for All Children: meeting special educational needs. London: DfEE.
8. DfEE (1998a) The National Literacy Strategy Framework for Teaching. London: HMSO.
9. DfEE (1998b) The National Literacy Strategy Framework for Teaching (Additional Guidance): children with special educational needs. London: HMSO.
10. DfEE (1998c) Meeting Special Educational Needs: a programme of action. London: DfEE.
11. DfEE (2000) The National Literacy Strategy. Supporting pupils with special educational needs in the Literacy Hour. London: DfEE.
12. DfEE & QCA (1999) The National Curriculum: handbook for primary teachers in England. London: DfEE and QCA.
13. Fletcher-Campbell, F. (ed.) (2000) Literacy and Special Educational Needs: a review of the literature. Research Report RR227. London: DfEE.
14. Koenig, A. J. (1992) ‘A framework for understanding the literacy of individuals with visual impairments’, Journal of Visual Impairment and Blindness, 86 (7), 277–283.
15. Literacy Task Force (1997) The Implementation of the National Literacy Strategy. London: DfEE.
16. McCall, S. & McLinden, M. (1997) ‘Towards an inclusive model of literacy for people who are blind and have additional learning difficulties’, British Journal of Visual Impairment, 15 (3), 117–121.
17. Morris, D. (2001) ‘Look for the best method’, Special! Spring 2001, 38–39.
18. Powers, S. (1996) ‘Inclusion is an attitude, not a place: Part 1’, Journal of the British Association of Teachers of the Deaf, 20(2), 35–41.
19. Roberts, P. (1995) ‘Defining literacy: paradise, nightmare or red herring?’ British Journal of Educational Studies, 43 (4), 412–432.
20. Smith, D. (2000) Success in the Literacy Hour. Tamworth: NASEN.
21. Stackhouse, J. & Wells, B. (1997) Children’s Speech and Literacy Difficulties 1: a psycholinguistic framework. London: Whurr.
22. Tilstone, C. (1998) ‘The Literacy Framework: a response’. Unpublished report of a Focus Group, University of Birmingham, July 1998.