Summary
Contents
Developed from the work of specialist teachers in Ealing who have been involved in promoting inclusive practices, this book shows how eliciting the pupil's views and strengthening the pupil voice is an important element in the success of any inclusion project. Covering a wide range of disabilities including Autistic Spectrum Disorders and Specific Learning Difficulties, it includes: Case-studies; Descriptions of the difficulties encountered by the young; Practical strategies to address these difficulties; Useful resources. Essential for any adult working in an inclusive setting, this fascinating book brings together theory with real practice.
Chapter 4: Including Pupils with Specific Learning Difficulties
Including Pupils with Specific Learning Difficulties
Introduction
Specific learning difficulties usually referred to as SpLD, is a generic term which covers a range of different types of learning difficulties. A pupil may have difficulties with physical co-ordination and be identified as dyspraxic or have difficulties with numbers and be termed dyscalculic. Dyslexia is the most common type of SpLD identified at present; however, many prefer to use the term SpLD. Reid (2005) suggests that reluctance to use the term ‘dyslexia’ can be traced back to the Warnock Report (DES, 1978) which sought to remove from schools the previously rigid and harmful categorisations of learning difficulties. The Warnock Report acknowledged the presence of children who had unexpected and unusual difficulties ...
