ABSTRACT
This chapter makes the following points:
dyslexia and inclusive education have to be analysed for their background meaning and use
inclusion is analysed in terms of flexible interacting continua of provision
bio-psycho-social framework required for understanding the origins and causes of ‘difficulties’ in literacy
general literacy teaching can be connected to specialized programmes through a ‘wave’ model: ‘response to teaching’ model of identification complements direct child functioning model
well-formulated ideas about more inclusive school provision depend on recognising specific learning difficulties (preferred term).
