Teaching Reading to All Learners Including Those with Complex Needs: A Framework for Progression within an Inclusive Reading Curriculum

Learning to read and having access to a rich reading curriculum has a huge impact upon us both emotionally and academically. so how can we ensure that it is seen as an entitlement of all learners, including those defined as having profound and multiple learning difficulties (PMLD) and the most complex needs?

This accessible book provides professionals with the knowledge and confidence to develop reading for all learners. It integrates the latest ideas and research into a practical framework to create an inclusive reading curriculum and support learners across the whole education spectrum, including those with the most complex needs. Each chapter includes a mixture of research, strategies, and case study examples, demonstrating how reading supports both wellbeing and access to learning and - with stories - provides a versatile vehicle to build on vocabulary and expand our ability to think and learn about our place in the world.

Teaching Reading to All Learners Including Those with Complex Needs is essential reading for both new and experienced teachers and special educational needs and disabilities co-ordinators (SENDCo)s looking to develop an inclusive reading curriculum and culture which will positively impact on the outcomes of all young people.

Key Features:

• It has been established that learning to read and being part of a rich reading curriculum has a huge impact upon emotionally and academically and this book, importantly, focuses on how to open that up to all learners.
• Provides a practical framework to create an inclusive reading curriculum.
• Includes a range of case study examples to demonstrate how to put the theory into practice.
• Explores how storytelling and reading are absolutely key to developing resilience and supporting wellbeing in all our learners.

Table of Contents

Introduction

1. Why prioritise reading for all?
2. Where to begin and the importance of high expectations
3. The importance of accessible literacy rich environments
4. How does reading develop?
5. The role of foundation skills and the teaching of reading- where does phonics fit for learners with complex needs?
6. Why learners have difficulty learning to read – importance of the stages of processing and strategies to support
7. Practical ways into planning for an inclusive reading curriculum

Conclusion

Index

"This wonderful book should be in every special school or unit. It challenges us to consider the importance of every child's right to learn to read. Based on wisdom born out of research and teaching experience, this book is a call to arms for all of us who believe in the power and possibilities of what it means to work with children who may have profound challenges."
- Pie Corbett

"There have been many times when the phrase "reading for all" has worried me. Spoken by people who endorse a one size fits all approach to reading. In other words, spoken by people who fundamentally do not understand neurodiversity, and the challenges faced by disabled children as they learn to read. Happily, this book is not at all like that. Weaving theory with case studies Sarah explores how reading can be approached for children with learning difficulties and complex disabilities. Within the book Sarah is joined by a huge number of contributors each sharing their experience of teaching reading to learners with complex needs, making this book a treasure trove of insight and ideas."
- Joanne Grace

"An excellent curation of ideas / resources / examples supporting a rethink of what being a reader actually means. Sarah has reframed thinking and challenged practice. The book not only supports an exploration of reading but offers ideas to implement +extend opportunities."
- Carol Allen

"A thorough exploration of all the issues related to building a literacy curriculum for learners with complex needs. Sarah looks at the full range of aspects and presents a model for an inclusive literacy framework that SLTs will find invaluable. The book will rightly stimulate discussion and move the dialogue forwards in taking an inclusive approach to literacy teaching."
- Ann Sullivan