Teaching Reading Comprehension for the Development of Literacy Skills in Children with Special Educational Needs (SEN) in Mainstream Schools: Pedagogy, Practices and Perceptions

Smyth, Kathleen Sarah (2021) Teaching Reading Comprehension for the Development of Literacy Skills in Children with Special Educational Needs (SEN) in Mainstream Schools: Pedagogy, Practices and Perceptions. PhD thesis, University of Lincoln.

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Teaching Reading Comprehension for the Development of Literacy Skills in Children with Special Educational Needs (SEN) in Mainstream Schools: Pedagogy, Practices and Perceptions
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Item Type:Thesis (PhD)
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Abstract

The Department of Education and Science (DES) in Ireland advocates additional help for pupils with Special Educational Needs (SEN) to be provided where possible in the mainstream classroom setting (DES, Circular SP ED 02/05). In order to facilitate all learners within this inclusive context, I felt that it was necessary as a teacher to embrace inclusive strategies in my teaching. As I have a special interest in the teaching of literacy to children with reading difficulties, this study explored Teaching Reading Comprehension for the Development of Literacy Skills in Children with Special Educational Needs (SEN) in Mainstream Schools from the perspectives of pedagogy, practices and perceptions. The aim of my research is to build a holistic picture of the system of teaching reading comprehension at both home and school as it currently exists in order to interpret its strengths and challenges according to principals, mainstream class teachers, learning support teachers, children with SEN and parents of children with SEN, and ultimately to enable schools to adapt their pedagogical practice to support inclusion of such children.

The research began with a survey of relevant literature describing some of the models of reading and examined current theoretical underpinnings in relation to practice in the teaching of reading comprehension strategies. An interpretative, qualitative research design was employed with data collection from interviews and documentary evidence obtained from schools to provide evidence. My research was conducted across five mainstream primary schools in Ireland. Twenty participants were involved in the study. This cohort included a principal teacher, a mainstream class teacher, a learning support teacher and a parent from each of the five participating schools. Data was also collected from pupils through access to School Self Evaluation (SSE) documentation and teacher’s reports. The criteria for inclusion of parents was that they should have a child in the particular school who presented with a reading disability. This study revealed that pupils presenting with SEN could have their literacy skills enhanced in the mainstream classroom by using inclusive strategies to develop their reading comprehension ability. The study also proposes best practice in the pedagogical application of the theoretical models underpinning the process of reading based on my research findings.

Divisions:College of Social Science > School of Education
ID Code:46284
Deposited On:31 Aug 2021 14:22

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