All Outputs (4)

Dyslexia Friendly Schools in the UK (2006)
Journal Article
Riddick, B. (2006). Dyslexia Friendly Schools in the UK. Topics in Language Disorders, 26(2), 142-156

This article starts by examining the background to dyslexia support within the context of the National Literacy Strategy in the United Kingdom. It then critically discusses some of the perceived shortcomings of current support for children with dysle... Read More about Dyslexia Friendly Schools in the UK.

Meeting the Standards? Dyslexic students and the selection process for initial teacher training (2006)
Journal Article
Riddick, B., & English, E. (2006). Meeting the Standards? Dyslexic students and the selection process for initial teacher training. European Journal of Teacher Education, 29(2), 203-222. https://doi.org/10.1080/02619760600617383

Teacher trainers in England and Wales are clearly instructed they must satisfy themselves that their trainees can reach the specified English literacy standards. This has led to a particular focus on dyslexic applicants and a questioning of their sui... Read More about Meeting the Standards? Dyslexic students and the selection process for initial teacher training.

Experiences of teachers and trainee teachers who are dyslexic (2003)
Journal Article
Riddick, B. (2003). Experiences of teachers and trainee teachers who are dyslexic. International Journal of Inclusive Education, 7(4), 389-402. https://doi.org/10.1080/1360311032000110945

In the current climate of inclusion, an important issue involves the inclusion of teachers with a range of disabilities. The Dyslexia in Higher Education Report raised concerns about the negative attitude of some teacher training departments to admit... Read More about Experiences of teachers and trainee teachers who are dyslexic.

Dyslexia and Inclusion: Time for a social model of disability perspective? (2001)
Journal Article
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

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 improvemen... Read More about Dyslexia and Inclusion: Time for a social model of disability perspective?.