Reynolds (1989) claim that inclusion is the increasing responsibility for educating groups previously excluded from mainstream society contrasts significantly with more recent definitions; the SEN Code of Practice (2014) defines inclusion as the entitlement of all children and young people to an education that enables them to make progress so that they can achieve their best. This highlights the ways in which society has developed a greater understanding of individual learner needs – whether they have a Special Educational Need/Disability (SEN/D) or not. Fuchs & Fuchs (1994) argued that integration is about children ‘fitting in’ to mainstream school without any major changes to its curriculum or style of teaching and learning, whilst inclusion
…show more content…
This definition opposes and moves away from the discrepancy model based around IQ achievement as diagnosis for dyslexia (British Psychological Society [BPS], 2005). There are constantly shifting ideas about dyslexia due to the ever-increasing awareness of barriers to learning faced by children with dyslexia (Salter, 1995); it is the most common and carefully studied learning disability in school-age children (Shaywitz, Fletcher & Shaywitz, 1995). Children of all abilities can have dyslexia, highlighting the need to scrutinise further than what can be seen on the surface. Affecting approximately one child in 10; 1.2 million UK children; and 2-3 children in every class (British Dyslexia Association [BDA], 2013), dyslexia is one of the most prevalent Special Educational Needs that schools need to make adjustments for, for …show more content…
This may seem to alleviate key learning difficulties of dyslexia, yet, spellcheckers may help in as little as 40% of misspellings; the worse someone’s spelling is, the more problematic it is to use a spell checker (MacArthur et al., 1996). Furthermore, whilst handwriting might seem like a trivial issue amongst others, there is a growing field of research supporting the notion that handwriting is a vital skill—not just for the observable purposes, but because it “correlates with other important skills and brain functions, such as language learning, reading development, and working memory” (Vachon,
This definition opposes and moves away from the discrepancy model based around IQ achievement as diagnosis for dyslexia (British Psychological Society [BPS], 2005). There are constantly shifting ideas about dyslexia due to the ever-increasing awareness of barriers to learning faced by children with dyslexia (Salter, 1995); it is the most common and carefully studied learning disability in school-age children (Shaywitz, Fletcher & Shaywitz, 1995). Children of all abilities can have dyslexia, highlighting the need to scrutinise further than what can be seen on the surface. Affecting approximately one child in 10; 1.2 million UK children; and 2-3 children in every class (British Dyslexia Association [BDA], 2013), dyslexia is one of the most prevalent Special Educational Needs that schools need to make adjustments for, for …show more content…
This may seem to alleviate key learning difficulties of dyslexia, yet, spellcheckers may help in as little as 40% of misspellings; the worse someone’s spelling is, the more problematic it is to use a spell checker (MacArthur et al., 1996). Furthermore, whilst handwriting might seem like a trivial issue amongst others, there is a growing field of research supporting the notion that handwriting is a vital skill—not just for the observable purposes, but because it “correlates with other important skills and brain functions, such as language learning, reading development, and working memory” (Vachon,