The founding members of the alliance are outlined below
At Teach Us Too, we believe every child has the right to be taught to read and write – no matter their label, diagnosis, or disability. Our work is rooted in the conviction that literacy is not a privilege reserved for typically developing learners, but a fundamental right for all.
We campaign for high expectations, equitable access to teaching, and the removal of barriers that prevent learners—especially those with complex physical and communication needs—from experiencing meaningful literacy instruction. Alongside our advocacy work, we are a charitable organisation providing free training and guidance to teachers, support staff, and school leaders. Our training helps professionals understand how to deliver high-quality, evidence-informed literacy teaching that includes and empowers learners with the most complex needs.
Too often, pupils are denied opportunities to engage with reading and writing because assumptions are made about their potential. We know that with the right teaching approaches, communication support, and accessible materials, all learners can make progress and find their own pathways into literacy.
That’s why we are proud to be a founding member of the Alliance for Inclusive Literacy. By joining forces with other passionate organisations, educators, and researchers, we can amplify the message that literacy is for everyone. Together, we’re building a movement that challenges exclusion, shares evidence-informed practice, and empowers schools to make literacy truly inclusive.
Our goal is simple but powerful: to ensure that every child, regardless of ability or communication method, has the chance to be taught, to learn, and to be heard through literacy.
CandLE was formed in 2008 with just two of us working in a local area. We now have over 40 staff and more than 70 students that we impact regularly in addition to many schools that we work with across the UK.
We work with mainstream and special schools as well as supporting Local Authorities with students who are Educated Other Than At School (EOTAS). We are education specialists who have expertise in the use of AAC for communication and within the curriculum. We recognise the primary importance of literacy acquisition as liberating for students to be able to say anything that they want to and to be able to enter mainstream life. We believe in equity in literacy acquisition which requires us to individualise learning for every student rather than adopting a 'one size fits all' approach. We offer individualised literacy programs as well as accredited courses through ASDAN including our National Curriculum based 'Bridge to English' which aims to support students who have missed periods of education to bridge gaps and re-enter learning at an age appropriate level.
We are very excited about the formation of this group and keen to see us having an impact on policy makers as well as educators.
Dr Sarah Moseley – As in inclusive Literacy, neurodiversity & SEND consultant, I believe in ambition for every learner, access for every learner and progress for every learner.
I work to reduce barriers to learning across literacy and the wider curriculum so that all learners, regardless of level of need or context, can access ambitious, meaningful learning. My focus is evidence-informed practice, high expectations and learner agency. Learning should never depend on a label. When we adapt environments and raise expectations, we create opportunity, independence and improved life chances. I want to be part of this alliance because influencing policy only matters when it changes practice. I want to ensure that decisions made at system level translate into real, meaningful opportunities for every learner to read, write and communicate, not just in principle, but in classrooms, every day. By becoming part of this alliance, I hope that we are able to influence policy so it impacts practice, ensuring every learner has the opportunity to read, write and communicate.
Ace Centre provides specialist support and expertise to help individuals with complex communication or learning needs. The organisation offers assessment, training, resources, and ongoing guidance in the use of assistive technology and Augmentative and Alternative Communication (AAC) to enable people of all ages to communicate, learn, and live more independently.
The Alliance for Inclusive Literacy will help us to empower educators to break down the everyday barriers to literacy instruction they face and support them with practical tools to ensure that all learners have access to purposeful literacy instruction.
CALL Scotland (Communication, Access, Literacy, Learning) help children and young people across Scotland to access learning and communication through assistive technologies. We believe that everyone deserves the opportunity to develop literacy skills. The formation of the Alliance for Inclusive Literacy is a vital step toward raising awareness and understanding of accessible, meaningful literacy instruction for all.
CENMAC is passionate about raising aspirations, and enabling the independence and self advocacy of every child and young person we support. CENMAC sees this alliance as a further opportunity to strengthen the voice of all those who use AAC to communicate and learn, and look towards a future where education is accessible to all.
Rett UK's mission statement is to ensure every person with Rett syndrome can reach their full potential and lead fulfilling lives. We believe that literacy instruction for everyone is aligned with this goal.
Angelman UK is dedicated to supporting families of people with Angelman syndrome. This includes providing information, support and education. Being part of this alliance allows us to raise the bar for all who have Angelman syndrome, through encouraging exposure to literacy and raising expectations amongst families and professionals, thereby giving everyone an opportunity to reach their potential.
As a parent and professional I recognise the power of literacy for allowing people to be heard. My daughter was denied access to literacy education through the school system but, having presumed her competence and found a path for her to learn in her own way, she has gone on to exceed all expectations in her literacy journey. She has shown us that she has so much to say that would not be possible without literacy skills and the support required to enable her to share her story. I passionately believe that nobody should have their ceiling limited by society's failure to provide suitable education to those who do not fit a certain mould and I am determined to lead the way to a brighter future for all.