ABSTRACT
Planning for the class was a team effort: altogether eight different adults were involved with the Statemented and nonr Statemented children, and generally two to three adults were available in the classroom during each literacy hour. For the author it presented a particular challenge, given that in children class of 26 children there were four children with Statements: a child with a profound hearing loss, a child with Down's Syndrome and two children with emotional and behavioural difficulties – one of whom went on to a special school at the end of the year. In addition there were five children in the class who had learning difficulties and were on Stages 2 or 3 of the Code of Practice. The tasks are essentially the same for all children, but are differentiated by outcome, by adult support, and within the task itself by varying the format of the resources the children use.
