We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Reimagining Dyslexia through Inclusive Pedagogies and the Importance of Centralised Support.
- Authors
Marland, Bec
- Abstract
This article examines dyslexia intervention, highlighting tension between traditional medical discourses and pedagogical perspectives. The first of these tensions is regarding views of the learner being variously negative and needs-based versus positive and strengths-based. The second tension is between an atypical, outlier, normative assessment perspective versus a competency-based, strengths-based approach. Thirdly, issues of access and provision are considered, with tensions between private or school/cluster-based approaches, psychological versus pedagogical perspectives, and sole specialist versus collaborative approaches. Policy-makers and school managers need to consider competing agendas which shape the delivery of support services. Key arguments have been summarised in favour of education services which centralise responsive dyslexia practice within an inclusive pedagogical approach.
- Subjects
DYSLEXIA; INCLUSIVE education; DISCOURSE analysis; EDUCATIONAL intervention; EDUCATIONAL equalization
- Publication
Kairaranga, 2018, Vol 19, Issue 2, p37
- ISSN
1175-9232
- Publication type
Article
- DOI
10.54322/kairaranga.v19i2.307