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ERIC Number: EJ955613
Record Type: Journal
Publication Date: 2012-Feb
Pages: 9
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0268-2141
Utilising Creative Methodologies to Elicit the Views of Young Learners with Additional Needs in Literacy
Long, Louise; McPhillips, Therese; Shevlin, Michael; Smith, Ron
Support for Learning, v27 n1 p20-28 Feb 2012
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 the views 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 promoting holistic and empowering pathways for learners with additional needs in literacy.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland; United Kingdom (Northern Ireland)