Why Our Theoretical Models of Integration are Inhibiting Effective Innovation

Making Phonics Work: its Role within Literacy Acceleration

“…Emotional and behavioural difficulties represent a serious obstacle to success but only for a small minority of those who are failing to learn to read and write. Unfavourable home circumstances certainly affect achievement but, with appropriate teaching, such children can make substantial learning gains (Lingard, 1993;1996a;1996b;1997). In particular, most low attainers in literacy are sufficiently intelligent to become literate (Smith, 1978).…”

Focus on Practice: Is the National Literacy Strategy raising the achievement of lower attainers?

“…The view that children do a great deal of reading as a result of following the normal curriculum does not stand up to close examination. In reality, poor and disaffected readers employ a range of strategies to complete school work with the minimum amount of reading (Lingard, 1996b).…”

“…Other pupils may not have reached such heights but left the school with reasonable levels of basic literacy. Those who have not acquired fundamental skills need to be provided with an intensive programme of specific teaching and the idea that they will somehow overcome their learning difficulties as a result of joining the same programme as their peers (who are skilled in that particular field) is in the realm of fantasy (Lingard, 1996b).…”

“…The teaching of sub-skills, though essential (Adams, 1990;Goswami, 1994), should support, rather than replace, individual reading and writing (Lingard, 1994;1997b). 4) The children should read independently and also to an adult at school each day (Clay, 1987;Martin, 1988;Lingard, 1994;1996a;1996b, 1997a1997b). Every effort should be made to ensure that they read with their parents each evening (Mittler, 1987;Lingard, 1997a).…”

Inclusion or Delusion:Can one size fit all?

“…However, Lingard (1996) has criticised the suggestions of both Dyson and Ainscow on the basis that what they have proposed is idealistic and impractical. Lingard considers that, by promoting these philosophical models of integration, these writers, along with other leading academics in the field of special education in the UK, have distracted attention away from other possible innovations designed to improve the effectiveness of education for children with SEN.…”