This book is about raising standards in literacy for children with dyslexia by putting the child at the centre of everything you do, focusing on wellbeing, and recognising the role that adults have to play in ensuring all children reach their potential. Concentrating on children in primary schools and early years settings the book looks at: • Early intervention • Pupil voice • Working as a team • New literacies • Child-centred identification, assessment and provision • Challenges for the inclusive school. Suitable for all those working with children with dyslexia this book contains strategies that can be easily adopted to academically and emotionally benefit the children you are working with.

Child-Centred Literacy Pathways: Pupils’ Perspectives

Child-Centred Literacy Pathways: Pupils’ Perspectives
Louise Long

Chapter aims

  • To provide a synopsis of the legislative and policy context for consulting with children and young people with special educational needs (SEN).
  • To explore contemporary research and scholarship pertaining to ‘pupil voice’.
  • To advance the use of creative methodologies as an enabling child-centred tool for eliciting and representing voice in pupils with dyslexia and developmental literacy difficulties.
  • To examine critically the professional prerequisites, potentials and ethical issues in eliciting voice in children and young people with dyslexia and developmental literacy difficulties.
  • To consider the implications of increasing the authenticity and effectiveness of consultations with pupils who have dyslexia and developmental literacy difficulties for advancing inclusive policy and practice in literacy teaching-learning.

Article 12 of the United Nations ...

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