ABSTRACT

This chapter explores some ways in which pupils with severe, profound and complex needs can develop English skills by focusing on communication. It shows the importance of Attainment Target 1 (ATI) English for such pupils in development of their own ability to make choices. The chapter uses work of Bristol Literacy Project for Pupils with Special Needs to show how access to literacy framework for children with special educational needs (SEN) can be enabled, and how achievements can be planned for and celebrated through their 'small steps to success' approach. It discusses potential of multimodal approach to literacy developed at Sunfield School, Worcestershire. Functional literacy is a level of literacy required for effective functioning in one's own group and community and is often the benchmark set for children with learning difficulties. To appreciate fully how some children with learning difficulties may access English curriculum, we need to consider what we know about their learning styles, particularly in relation to literacy.