Policy context

Given that the dominant philosophy influencing current educational practice is that of inclusion (DfES, 2001a), it is expected that most dyslexics will have their learning needs met within mainstream educational settings with ‘different or otherwise extra’ provision being delivered within the framework of the 2001 Code of Practice (DfES, 2001b).

For learners who experience dyslexia, Removing Barriers to Achievement: The Government’s Strategy for SEN (DfES, 2004) is important as it outlines a program of sustained action and review to support early years settings, schools and local authorities in improving provision for children with SEN in four key areas. These are: Early interventions, Removing Barriers to Learning, Raising Expectations and Achievement and Delivering improvements in Partnership.