Support for Learning

In this article the author reports on the experiences of 20 children who attended a reading class/reading school for a placement period before returning to mainstream. While the original much larger doctoral study encompassed parents' and teachers' perspectives, this article is confined to the views of children. Their prevailing positive experiences of reading classes and schools are relayed, illustrating a snapshot of education provided in these settings, but they also provide an insight into how inclusive practices are orchestrated and function in these segregated settings. While academic and socio‐emotional gains are evident, the findings also highlight the challenges for mainstream schools in becoming more inclusive, particularly in the area of interactive approaches in addressing the needs of pupils with dyslexia.