This paper arises from research into inclusive literacy for pupils with severe learning difficulties who do not learn to read and write conventionally. The ultimate aim of the study was to seek out examples of good practice in teaching and learning literacy that includes students with severe learning difficulties and disseminate them as widely as possible. Thirty‐five schools were visited and observations made in 122 lessons. Sixty‐one teachers were interviewed and their paperwork examined. Ten focus groups and five ‘expert witnesses’ were consulted, alongside desk‐based research designed to locate ‘good practice’. Teachers used a mixture of conventional (e.g., texts) and non‐conventional (e.g., pictures, film and oral) media, although more observations were made of conventional literacy teaching (e.g., phonic work) than of non‐conventional (e.g., filmmaking). Results from the research suggest that few students with severe learning difficulties are likely to learn to read and write conventionally (i.e., read for pleasure, work and study) and teachers may be relying too much on teaching traditional literacy to them. It may be useful to explore teaching and learning around alternative media such as still and moving images, live theatre and storytelling, digital technology and the arts. Although some teachers are making good use of these media, the potential of these media for providing inclusive literacy experiences could be further developed.

Literacy is traditionally narrowly conceptualised as a set of skills related to accessing and generating written or printed text. For children designated as having severe learning difficulties (SLD), who are unlikely to develop these ‘conventional’ literacy skills, such a conception implies their semi‐literacy or nonliteracy. Although conceptions of multimodal literacy and multiliteracies have rarely been applied to this group, broader understandings of literacy that include a range of activities, modes and media provide greater opportunities for including these learners in literacy practices. Drawing upon our research with teachers of this group of children and young people, we illustrate these literacy practices. We note, however, that such practices are often haphazard, not coherently thought through, and that there is much confusion regarding any distinction between communication and literacy. We argue for literacy as a specific form of communication, but conclude that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD.

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IntroductionThe National Literacy Strategy (NLS) was launched in September 1998 with the aim that:'By 2002 80% of 11 year olds should reach the standard expected for their age in English (i.e. Level 4) in the Key Stage 2 National Curriculum tests.' (Literacy Task Force, 1997) In setting these parameters to signify how the success of the Strategy would be evaluated, the Task Force effectively excluded 20% of 11-year-olds from the group targeted by the initiative. It is argued that the Strategy is therefore driven by aims that are incompatible with the Government's policy on including pupils with special educational needs (SEN) (DfEE, 1997). The tensions between these two contemporaneous policies are explored in the research reported in this paper which examines how teachers are attempting to make appropriate provision for children with SEN in the Literacy Hour. Background and literatureIn order to explore the background against which the current study can be understood, three questions that underpinned the literature review are posed.