Through the Looking Glass, written by our Director, Christopher Rossiter, examines the recent reports on literacy that inform the education agenda and asks – is universal provision what it seems? We look at what we mean by literacy, by being ‘disadvantaged’ and ask where those learners with SEND, most of them in mainstream school settings, fit into the picture. Are the conventional assumptions accurate, or is the ‘Looking Glass’ world very different?
The Driver Youth Trust (DYT) commissioned LKMco to undertake research into the impact the Children and Families Act (2014) has had on those with SEND in the education system, one year on.
Our aim is to improve young people’s opportunities for success in life, recognising that literacy is a key element to this. Having the ability to read and write fluently is not only essential from a personal point of view, but has wide-reaching social and economic effects. The new act, therefore, presented both an opportunity for us to reflect on the educational and SEND landscape and current practice, and a challenge as to how best to respond to developments that have taken place under this new regime.
The Driver Youth Trust commissioned this report to understand the extent to which teacher trainees received training on special educational needs and disability, particularly dyslexia. The study found that while teachers overwhelmingly thought it important they received training to help teach children with dyslexia, over half revealed they had received no specific training at all. For nine out of ten teachers surveyed, initial training on dyslexia amounted to less than half a day.