Dyslexia and Inclusion: Time for a social model of disability perspective?

Riddick, B.

Abstract

Prevailing clinical and educational models of dyslexia have focused on effective ways of addressing the proposed core deficits such as poor phonological skills. These models have been helpful in guiding intervention and bringing about some improvements in children’s literacy performance (Hatcher, 1994). From a social model of disability perspective these models have not considered sufficiently how cultural factors such as specified school literacy standards can transform the impairments that some children have into disabilities. The underlying tenet of inclusion is that the school should adapt its practice to accommodate the child (Clark et al, 1995; Jenkinson, 1997). This would suggest that an examination of the social model of disability perspective may have a role to play in future school policy and practice across Europe in respect to literacy.

Citation

Riddick, B. (2001). Dyslexia and Inclusion: Time for a social model of disability perspective?. International Studies in Sociology of Education, 11(3), 223-236. https://doi.org/10.1080/09620210100200078

• Journal Article Type: Article
• Publication Date: 2001-11
• Deposit Date: Jan 11, 2007
• Journal: International Studies in Sociology of Education
• Print ISSN: 0962-0214
• Electronic ISSN: 1747-5066
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 11
• Issue: 3
• Pages: 223-236
• DOI: https://doi.org/10.1080/09620210100200078
• Keywords: Cultural factor, Specified school literacy standards, Educational models.
• Public URL: https://durham-repository.worktribe.com/output/1630471