The learning support coordinator’s role in supporting inclusive literacy practice

Abstract

Literacy is one of the most important life skills. Being able to read and write effectively enhances our participation in learning, personal development and employment (Clendon & Erickson, 2009; Copeland & Keefe, 2019). Literacy instruction is the cornerstone of teaching in New Zealand primary schools. However, not all students have equitable access to rich literacy instruction (Kliewer et al., 2006). Research in the field indicates that students with complex educational needs are still denied access and taught differently or separately from their class (Copeland & Keefe, 2019; Kearney, 2009). The central focus of this inquiry was to explore and understand the barriers to literacy for some students with a particular focus on the Learning Support Coordinator’s (LSC) role in supporting teachers to include all students in their literacy lessons. The key findings in this inquiry were that teachers have little evidence-based information in inclusive literacy practices to draw from (Ruppar et al., 2017), and that teacher attitudes, knowledge, time, and experience in inclusive practice impact on the accessibility of literacy for all. This inquiry looked at how the LSC has the potential to reduce the barriers teachers face and increase the potential for inclusion in comprehensive literacy instruction.