Recommendations for Practice

While this study has demonstrated high levels of pupil satisfaction with the reading school, it offers practitioners in mainstream contexts some points for reflection. Although the children in this school were not different to children in other settings, they did testify to different ways of learning. Some of the beneficial methodologies referred to in this group included group- work and multi-sensory approaches to learning (Davis and Florian, 2004; Norwich and Lewis, 2001; Rix, Hall et al., 2009; Smith and Barr, 2008; Westwood, 2013). The young people also emphasised the importance of making connections to make sense of new material. A connective pedagogy (Smith and Barr, 2008), focusing on tasks and methodologies which link with children’s experience may, therefore, be worthwhile. By employing methodologies which facilitate children’s “ability to connect”, children may be more likely to participate. This has implications for providing reading resources which resonate with children as well as the length of reading material. Colloborative, “connective” strategies recommended include choral reading and the jigsaw approach. Moreover, as inclusion is the responsibility of all practitioners (Florian and Rouse, 2009), there needs to be a concerted effort to develop strategies which support all children.

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Teachers need to be equipped with skills to work with all children, respecting the tenet of learner diversity in all schools (EADSNE, 2015) As processing information and time management were particularly challenging for these children, it may be an opportunity for teachers to engage with methodologies which promote access and participation for all. Providing extra time to complete tasks is of particular importance (Reid, 2003). These children articulated the benefits of sensory resources to self-regulate and to attend to tasks. This sensory component of dyslexia may also be understood in the context of mainstream classrooms (Armstrong and Squires, 2015); there may be scope for teachers to be aware of the impact of the environment on children’s well-being and attention to tasks. They could also provide sensory materials commonly used in sensory rooms such as comfortable seating, theraputty and sensory balls. These resources may benefit all children and not just those with dyslexia.

As these children demonstrated dissatisfaction with being withdrawn for tuition in mainstream schools, it may offer opportunities for teachers to review this practice. As this has also been supported in the literature (Nugent, 2008), it may be an opportune time to consider a flexible approach where children are supported more in the classroom and only withdrawn for very short periods, when necessary. Specialist teachers may have a role here; they could work alongside classroom teachers and offer expert advice to promote access and participation in the regular classroom.

These children indicated that the staff in the reading school adopted a whole school approach, where SNAs worked closely with class teachers. This collaborative approach may be adopted in mainstream settings where class teachers, SNAs and specialist teachers work together more closely. As corroborated by others (Barton, 2003; Rix, Hall et al.,2009), it may be beneficial for school development if all staff underwent courses in school development for

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inclusion. It is recommended that any such preparation includes reflections on the concepts of inclusion and learner diversity.

As the children appreciated being listened to in school, it does offer mainstream teachers a chance to listen to these views in order to improve practice (Billington, 2006; Jones, 2005; Lundy, 2007; McPhilips and Shevlin, 2009; Motherway, 2009; Slee, 2009). It could be a worthwhile idea to involve children at the planning stage by inviting them to draw images, take photographs or partake in role play. These methods of eliciting voice may also be used to formatively assess, thereby informing practice.

Teacher Education for Inclusion

While some ideas for school improvement have been presented, many of these recommendations may begin at the initial teacher education stage. As well as focusing on inclusive pedagogies, pre-service teachers may be encouraged to reflect on the ideas of learner difference and societal norms (Florian and Rouse, 2009; Smith and Barr, 2008). As collaboration has been shown to improve experiences for children, student teachers may also be encouraged to collaborate on ways to improve practice. The practice of “lesson study” could be used in this regard as a way of encouraging pre-service teachers to observe and critique each other’s lessons (Ainscow and Miles, 2008). Teacher educators could facilitate this, while encouraging the students to take responsibility for setting up and monitoring its effectiveness. Perhaps this student input may result in an increased awareness of the power of student voice for children in primary school. As language is political (Freire, 1972; Temple, 2005) and was important to these children, there is an opportunity for student teachers to reflect on the impact of language on all children.

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As dyslexia is connected to literacy, the phonological theory is often the most accepted theory accounting for the associated learning differences (Poole, 2010). However, as this study has shown, theories which account for the sensory aspect also require consideration. The importance of acknowledging all children’s sensory needs should be acknowledged by teacher educators. Moreover, this sensory aspect could be included in modules which pertain to all children, not just those with dyslexia. The contentious area of labelling is something which could be addressed during initial teacher education (Cameron and Billington, 2015). It is, perhaps, timely to have conversations with students regarding the existence of dyslexia and the associated label. It could also be worthwhile to listen to the views of student teachers with the label, and how they view having such a label. Perhaps this process of reflection could also impact on the importance they attach to the experiences of young children when they begin their professional careers.