Reading and texts: meeting the needs of children with a range of special educational needs
Access to a wide range of texts is a major aspect of both the English National Curriculum under the headings Literature, Non-fiction and non-literary texts and Breadth of study, and of the National Literacy Strategy framework – see the Range column in the teaching framework.
Classroom-based research has shown that more flexible and creative approaches to the literacy strategy framework can support access to texts for all children (Grove, 1998; Barrs and Cork, 2001; Safford, O’Sullivan and Barrs, 2004; UKLA, 2004). The danger of fragmentation through too many disparate teaching targets and the need to include ample opportunities for speaking and listening have also been identified as key issues for supporting children with SEN. These can be addressed through planning units of work around whole texts for a range of linked Speaking and Listening, Reading and Writing activities. Where possible and where relevant, the study of word and sentence features should be included within these longer units of work in order to prevent fragmentation of teaching.
For children who experience literacy difficulties it is necessary to consider a variety of approaches in whole class and group sessions which may involve planning with and support from a TA/LSA. Involvement of children in a text who are at the very early stages of reading can be enhanced through:
- story props and puppets
- actions
- joining in repeated refrains
- returning to books over and over again – having copies of books read aloud available to take home, for group and guided reading sessions, reading with an adult
- writing own versions of a text in a variety of groupings – teacher/TA/LSA to scribe
- retelling the story with puppets, story props
- book based reading games
For older inexperienced readers the following strategies are helpful:
- reading texts aloud – the main way of giving inexperienced readers access to texts
- opportunities to have a text read aloud or to talk through a text, look at illustrations, prior to a literacy lesson
- opportunities to re-read – with an adult, a partner, hearing texts on tape, CD or computer
- use of visual images – for example presentation of a key image on an interactive white board or laminated sheets
- use of artefacts
- discussion of texts – in whole classes, groups
- opportunities for role play and drama
Text meanings can be made more accessible through
- story mapping – drawing the story, characters, settings etc, and story boards
- character maps
- text marking
- comparison grids eg comparing characters, or two versions of a traditional story
Grove (1998) makes a number of specific recommendations for working with literature for children with a range of special educational needs. Children who have specific disabilities will require a ‘team around the child’ approach eg advisory teachers for sensory impairments, specialist speech and language therapy, specialist equipment and technology if the class teacher is to provide access to the English curriculum.
Access to literature: children with special educational needs
|
Children with moderate learning difficulties
May find it more difficult to attend for long periods, may need more support and time to access meanings in texts, will be able to take part in discussions when given adequate support and time.
|
- All the approaches listed above for children with literacy difficulties, and many of those listed below will be helpful.
- Access to texts through adults reading aloud, books on tape and computer are recommended.
- Critical issues are time, adult support, opportunities for repetition, demonstration and support from adults individually and in small groups, discussion, and learning through doing.
|
Children with severe learning difficulties
Children with severe learning difficulties - may find it difficult to attend, to remember information and to manage abstract concepts. Their expressive language may be limited to a few words. However pupils can understand and express feelings, to play and enjoy role play and drama.
|
- Use of sensory cues to gain attention, aid memory and establish atmosphere – smell, taste, touch, sight and sound.
- Relatively short sessions or sessions broken up into episodes.
- Listening reinforced by doing – for example teach a catch phrase or action which can be done by the whole group at certain points in the story.
- Preparation – have props and pictures ready to that you can illustrate a text.
- Repetition – this allows pupils to accumulate their experience of the story.
- Layering – break the story down into small episodes and start each time by repeating an episode or layer.
- Alternatively start with a very basic outline and gradually build up details.
- Simplification of teacher’s language in discussions.
- Simplification of text and storyline.
- Character maps
- Use repeated refrains on computer
|
Autistic spectrum disorders (ASD)
Autism is now recognised as a spectrum, or continuum, of particular features which can affect individual children across a range of ability. Children with ASD have difficulties with social understanding, find it hard to see the world from another’s point of view, and to interpret emotions and social behaviour. Children at the more severe end of the continuum may develop only a small amount of language, using a few words and signs. Understanding tends to be literal so understanding jokes, sarcasm or metaphorical language is difficult. However children’s literature offers a rich source of opportunities for working on some areas of social skills. |
In addition to the strategies suggested above:
- Making things explicit eg bringing out the motivation of characters, eg explaining the difference between what people think, feel and how they behave. Picture symbols can be used to put next to characters.
- Exaggerate emotions so that students can see contrasts
- Provide scripts that enable students to rehearse ‘pretend’ or real events
- Translate a story into a board game with clear rules –to explore story structures, characters etc
- Cues which help students understand key features of narratives or characters
|
Specific language impairments
If students have particular problems with understanding (receptive) or expressive language over and above what would be expected from their level of achievement in other areas of learning, they are described as having a specific language impairment. These might include difficulties with:
Vocabulary and word meanings – finding the right word or understanding the range of meanings of a word
Grammar – constructing well-formed utterances, grammatical elements may be omitted or put in the wrong place
Pronunciation – producing or perceiving speech sounds
Social use of language – language may be used inappropriately, difficulty managing both verbal and non verbal aspects of conversation. |
- Encourage students to verbalise and explain their own experiences
- Teach inferential skills by focusing on ‘cue words’ that allow you to infer missing information eg ‘Tom was shivering on the doorstep, waiting for his mum to come home.’ What does each word tell us eg Tom is a boy; he is cold; he wants to get into the house; the house is his; he does not have a key but he thinks his mother does.
- Use who, what, why, when, how questions to generate information first from sentences, then paragraphs, then stories.
- Teach summarising and paraphrasing by highlighting with pen
|
Deafness
Many children with severe hearing impairments do not get enough input in comprehensible form during the critical period of language acquisition and thus are left with difficulties in understanding complex language. This presents particular problems in the area of literature. |
In addition to strategies outlined above:
- Presentation of information visually and through movement eg clear pictorial information, visual plot line, maps of relationships between characters
- Use of dance and movement as creative routes to meaning
- Liaison with advisory teacher for Hearing Impairment and specialist Speech and Language Therapist
- Use of hearing aids and associated technologies.
- Sound control of the environment.
|
Dual sensory impairments and profound learning difficulties
Children with profound and multiple learning difficulties may have both auditory and visual impairments. Children may be functioning at pre-language and pre-symbolic level of development and may not be communicating intentionally. |
- Use of smell cues – too many can be confusing. Smells to denote a particular atmosphere.
- Tactile cues – contrasting fabrics or objects – book bags can be linked to simple narratives (Chris Fuller)
- Physical participation – dramatising stories and poems through touch and movement.
- Slow pace – plan only 1 or 2 activities in a session.
Adapted from Nicola Grove (1998) ‘Literature in the Classroom: from principles to practice’ in Literature for All, Developing Literature in the Curriculum for Pupils with Special Educational Needs, David Fulton Publishers |
Further reading
- Grove, N. (1998) Literature for All, Developing Literature in the Curriculum for Pupils with Special Educational Needs, David Fulton Publishers
References
- Barrs M., and Cork V. (2001) The Reader in the Writer: the Link Between the Study of Literature and Writing Development at Key Stage 2, Centre for Literacy in Primary Education
- Grove, N. (1998) Literature for All, Developing Literature in the Curriculum for Pupils with Special Educational Needs, David Fulton Publishers
- Safford, K., O’Sullivan, O. and Barrs, M. (2004) Boys on the Margin: promoting boys’ literacy and learning at Key Stage 2, Centre for Literacy in Primary Education
- UKLA/PNS (2004) Raising Boys Achievement in Writing, United Kingdom Literacy Association, Primary National Strategy
 
|
