Early intervention and inclusive education: raising standards of literacy in the early years?
In: BERA, 10-13 Sept 2003, Harrot-Watt University, Edinburgh, U.K..
This paper considers the policy and practice of inclusive education and approaches to early intervention
for children who experience difficulties. The shifting pedagogy that has been bought about by inclusive education policies and practices will be considered. There may be considered to be a need to reduce the amount of children categorised as having ‘special educational needs’ as well as the need to raise standards in literacy which have led to government reforms in the delivery of the curriculum. Within this context, the implementation of early intervention strategies for children who experience difficulties in literacy will be considered. In particular this paper will focus on the Reading Recovery Programme in one Local Education Authority and the Early Literacy Support Strategy (ELS). Questions will be raised about the ELS and its implementation.
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