Conceptualisations of literacy and literacy practices for children with severe learning difficulties

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2013.
This article argues for literacy as a specific form of communication, but concludes that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD.