Hellawell, B;
(2022)
Reconceptualising dyslexia provision in a primary school by applying the five ‘special educational needs in mainstream school’ EEF recommendations: meeting identified need in order to thrive.
Support for Learning
, 37
(2)
pp. 336-350.
10.1111/1467-9604.12411.
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Abstract
This article reports on an action-research improvement project undertaken in a primary school setting in London in collaboration with local authority advisors and a reference school. It describes the journey towards the goal of becoming a dyslexia-friendly school framed by the five key recommendations of the Education Endowment Fund recently published guidance report Special Educational Needs in Mainstream School. I argue that this framing supports the thriving of individuals, rather than perpetuating a reliance on outdated diagnosis-led support. I conclude that the EEF recommendations can support practitioners to embed inclusive practices that take individual needs seriously but reject deficit models of disability.
| Type: | Article |
|---|---|
| Title: | Reconceptualising dyslexia provision in a primary school by applying the five ‘special educational needs in mainstream school’ EEF recommendations: meeting identified need in order to thrive |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/1467-9604.12411 |
| Publisher version: | https://doi.org/10.1111/1467-9604.12411 |
| Language: | English |
| Additional information: | © 2022 The Author. Support for Learning published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs. This is an open access article under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/). |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10153267 |
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