Utilising Creative Methodologies to Elicit the Views of Young Learners with Additional Needs in Literacy

R.A.L. Smith, Louise Long, Michael Shevlin

    Research output: Contribution to journalArticle

    3 Citations (Scopus)

    Abstract

    The research described in this article aimed to explore and examine the dominant ‘assessment’ and ‘participation’ stories of upper-primary pupils with long-standing and marked literacy learning needs, their views on how their level of participation in the assessment and remediation of their additional needs might be increased and also how they perceive themselves as literacy learners. This qualitative small-scale study adopted a case study approach and utilised creative methodologies in the context of focus groups to investigate sensitively theviews and experiences of Key Stage 2 pupils with additional needs in literacy. The findings discussed here are based on the outcomes from the four Northern Irish schools that participated in the original cross-border (Northern Ireland/Republic of Ireland) study. Findings are discussed in the context of strategies for promotingholistic and empowering pathways for learners with additional needs in literacy.
    Original languageEnglish
    Pages (from-to)20-29
    Number of pages10
    JournalSupport for Learning: British Journal of Learning Support
    Volume22
    Issue number1
    Publication statusPublished - Feb 2012

    ASJC Scopus subject areas

    • Education

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