Special Educational Needs and Literacy

Reading can present problems for many children with Special Educational Needs (SEN), and those difficulties can vary in severity and range. Pupils with dyslexia, for example, may find they have difficulty with short term memory, reading comprehension and sequencing. Children with Attention-Deficit Hyperactivity Disorder (ADHD) may find it hard to concentrate on reading for any length of time. Those with dyspraxia may have limited concentration, find it hard to understand some concepts in language and be reluctant to read aloud because of articulation difficulties. For many, reading may be seen as a threatening and not very enjoyable experience.

Developing fun, multisensory activities that are based on the pupils’ interests is key to encouraging inclusivity and making reading enjoyable and memorable. It is these elements that help to engage SEN pupils and break down the barriers to literacy that specific learning difficulties can create. Your school will undoubtedly already provide for the individual needs of these pupils. But it is important to make sure that encouraging reading for enjoyment among SEN pupils is also part of your provision. Here are just a few practical ideas.

Ask your pupils, who have reading difficulties, to be reading role models. Perhaps they would like to become a Reading Champion and help carry out a reading activity to encourage other pupils to get into reading. This can really boost self-esteem.
Look out for buddying opportunities where pupils with reading difficulties can support younger pupils with their reading. It can help boost the confidence and skills of both.
Provide opportunities for pupils to use the skills they have; if they are creative and enjoy working with their hands, they may particularly like to help with the art work or production of materials for a reading project.
Many children with dyslexia are good at seeing the ‘big picture’ and might like to be involved in the creation of ideas for activities and events.
Multisensory activities that include visuals, props and active participation make activities fun and memorable. Story sacks, for example, are a great tool for capturing interest, especially of younger children. Pupils might like to dress up as their favourite story character or set up an interactive quiz. Severndale Specialist School in Shropshire got their pupils making an enormous 3D dinosaur; a character from a book they were reading. They also turned poetry into a multisensory activity by producing ‘body poems’ using a projector and whiteboard. Read about it here.
All children like structure and to know their role in a reading activity or event; for many SEN pupils this will be particularly important.

If you are a parent or carer looking for more advice or help then contact your school or child's teacher. Parents can also visit www.direct.gov.uk

Parents in England can contact their local Parent Partnership Service. Visit www.parentpartnership.org.uk to find your local service.
Parents and children in Scotland can contact Enquire. Visit www.enquire.org.uk
Parents in Wales can contact SNAP Cymru. Visit www.snapcymru.org

More information is also available from www.teachernet.gov.uk