What Is Literacy for Students with Severe Learning Difficulties? Exploring Conventional and Inclusive Literacy

Autor/inn/en	Lacey, Penny; Layton, Lyn; Miller, Carol; Goldbart, Juliet; Lawson, Hazel
Titel	What Is Literacy for Students with Severe Learning Difficulties? Exploring Conventional and Inclusive Literacy
Quelle	In: Journal of Research in Special Educational Needs, 7 (2007) 3, S.149-160 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2007.00092.x
Schlagwörter	Learning Problems; Literacy Education; Focus Groups; Emergent Literacy; Severe Disabilities; Reading Difficulties; Teaching Methods; Observation; Interviews; Conventional Instruction; Creative Teaching; Films; Pictorial Stimuli; Drama; Story Telling; Educational Technology + Suchen Sie Ihr Suchwort? Lernproblem; Frühleseunterricht; Severe disability; Schwerbehinderung; Reading difficulty; Leseschwierigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Interviewing; Interviewtechnik; Creative thinking; Teaching; Kreatives Denken; Unterricht; Film; Fantasieanregung; Schauspiel; Unterrichtsmedien
Abstract	This paper arises from research into inclusive literacy for pupils with severe learning difficulties who do not learn to read and write conventionally. The ultimate aim of the study was to seek out examples of good practice in teaching and learning literacy that includes students with severe learning difficulties and disseminate them as widely as possible. Thirty-five schools were visited and observations made in 122 lessons. Sixty-one teachers were interviewed and their paperwork examined. Ten focus groups and five "expert witnesses" were consulted, alongside desk-based research designed to locate "good practice". Teachers used a mixture of conventional (e.g., texts) and non-conventional (e.g., pictures, film and oral) media, although more observations were made of conventional literacy teaching (e.g., phonic work) than of non-conventional (e.g., filmmaking). Results from the research suggest that few students with severe learning difficulties are likely to learn to read and write conventionally (i.e., read for pleasure, work and study) and teachers may be relying too much on teaching traditional literacy to them. It may be useful to explore teaching and learning around alternative media such as still and moving images, live theatre and storytelling, digital technology and the arts. Although some teachers are making good use of these media, the potential of these media for providing inclusive literacy experiences could be further developed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10