Premium
ISSUES IN INCLUSION AND INDIVIDUAL LEARNING NEEDS LEARNING TO READ
Author(s) -
McMurray Sharon,
Thompson Ross
Publication year - 2016
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12200
Subject(s) - mainstream , inclusion (mineral) , reading (process) , learning disability , psychology , literacy , special needs , special educational needs , mathematics education , mainstreaming , pedagogy , developmental psychology , learning to read , special education , social psychology , linguistics , philosophy , theology , psychiatry
For many lower ability children, inclusion in the mainstream setting does not guarantee that that their individual needs will be met. With increased numbers of children with well‐below average ability being placed in mainstream schools, it is imperative that teachers understand factors which impact on learning for this group of children. Current trends in the teaching of reading may present barriers to learning for children who have moderate learning difficulties and severe literacy difficulties.