TAKING THE MIDDLE GROUND IN INTERACTIONIST RELATIONSHIPS IN QUEENSLAND TECHNICAL AND FURTHER EDUCATION (TAFE), AUSTRALIA

Jacqueline Caskey

Abstract


This study explores the support and services utilised by adult students with dyslexia in five Australian TAFE Colleges In this study, adult students with dyslexia were completing Certificate III and above programs in Technical and Further Education (TAFE) Colleges. In exploring the support provided in TAFE, Disability Officers were utilised in the provision of support and servicing adult students. As identified that Disability Officers, not only offered services to adult students with dyslexia, they became their critical friends and aided in social settings external to the TAFE Colleges. The methodology was an embedded case study, which utilised semi-structured interview questions, in 28 participants. The theories used were Lipsky’s (1983, 2010) Street-Level Bureaucracy and Fine and Sirin’s (2007) Hyphenated-Self. A foundational method as developed in this study, known as the Relational: Hyphenated-Self to explain the inclusion and exclusion perceived by adult students with dyslexia as they were progressing in TAFE.

 

Article visualizations:

Hit counter

DOI

Keywords


relational being; hyphenated-self; relationships; dyslexia; TAFE

Full Text:

PDF

References


Aboud, K. S., Barquero, L. A., & Cutting, L. E. (2018). Prefrontal mediation of the reading network predicts intervention response in dyslexia. Cortex, 101, 96-106. doi:https://doi.org/10.1016/j.cortex.2018.01.009

ADCET. (2018a). Specific Learning Disability. Retrieved from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/specific-learning-disability/

ADCET. (2018b). What is a Specific Learning Disability (SLD)? Student Learning Profile. Screening for indicators of a Specific Learning Disability (SLD). Retrieved from https://www.adcet.edu.au/oao/for-disability-practitioners/what-is-a-specific-learning-disability/https://www.adcet.edu.au/oao/for-disability-practitioners/screening-for-indicators-of-a-specific-learning-disability/

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM) (Vol. Proposed DSM ). Arlington, Va.: American Psychology Association.

American Psychology Association. (2013). Diagnositic and Statisitical Manual of Mental Disorders (DSM) (Vol. Proposed DSM ). Arlington, Va.: American Psychology Association.

Angermüller, J., (2005). "Qualitative" Methods of Social Research in France: Reconstructing the Actor, Deconstructing the Subject (Vol. 6).

Australian Bureau of Statistics. (2016, 29 June 2017). 4430.0 - Disability, Ageing and Carers, Australia: Summary of Findings, 2015 2016 Statistics for Disability Ageing and Carers Australia. Final. Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/4430.0Main%20Features12015?opendocument&tabname=Summary&prodno=4430.0&issue=2015&num=&view=

Australian Disability Clearinghouse for Education and Training. (2009). Learning Difficulty versus Learning Disability. Retrieved from http://www.adcet.edu.au/Oao/View.aspx?id=4511

Australian Disability Clearinghouse for Education and Training. (2012). Dyslexia as a Learning Disability. Retrieved from http://www.adcet.edu.au/Search.aspx?l=Learning+Disabilities&et=Article,Link,Faq

Ballard, K. (1999). Inclusive education : international voices on disability and justice: London ; Philadelphia: Falmer Press.

Bartlett, D. (2010). Dealing with Negative Attitudes and Emotions. In M. Bartlett, and Kindersley, (Ed.), Dyslexia in the Workplace: An Introductory Guide (2nd ed.). Chichester, West Essex: Wiley-Blackwell.

Bennett, I. J., Romano, J. C., Howard, J. J. H., & Howard, D. V. (2008). Two Forms of Implicit Learning in Young Adults with Dyslexia. Annals of the New York Academy of Sciences, 1145, 184-198. doi:10.1196/annals.1416.006

Boeije, H. (2002). A Purposeful Approach to Constant Comparative Method in the Analysis of Qualitative Interviews. Quality and Quantity, 36, 391-409.

Bryman, A. (2012). Social Research Methods (4th ed.). Oxford: Oxford University Press.

Burns, E., & Bell, S. (2010). Voices of Teachers with Dyslexia in Finnish and English Further and Higher Educational Settings. Teachers and Teaching: Theory and Practice, 16(5).

Carson, S. (1992). Normalisation, needs and schools. Educational Psychology in Practice, 7, 216-222.

Caskey, J. (2017). When Educational Support Is Just Not Enough: Adult Students Diagnosed with Dyslexia in Technical and Further Education (TAFE). (Doctor of Philosophy electronic and hard copy), University of the Sunshine Coast, MAPS: University of the Sunshine Coast. Retrieved from http://research.usc.edu.au/vital/access/manager/Repository?query=Caskey&f0=sm_type%3A%22Thesis+%28PhD%29%22&queryType=vitalDismax Available from University of the Sunshine Coast research.usc.edu.au database.

Caskey, J., Innes, P., & Lovell, G. (2018). Making a Difference: Dyslexia and Social Identity in Educational Contexts. Support For Learning, 33(1), 12.

Charmaz, K. (2011). Grounded theory methods in social justice research. Sage, Thousand Oaks, CA, 359-380.

Cohen, L., & Manion, L. (1989). Research Methods in Education. London: Routledge.

Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developina g grounded theory: Sage publications.

Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National center for learning disabilities, 2-45.

Cotton, S. (2010). Breaking Down the Barriers: Strategies for Apprentices with Learning Disabilities. Canberra: National Centre of Vocational Education Research (NCVER).

Crotty, M. (1998). The Foundations of Social Research Meaning and Perspective in the Research Process. Crows Nest, NSW: Allen & Unwin.

Denzin, N., & Lincoln, Y. (2011). The Sage Handbook of Qualitative Research: Sage.

Denzin, N., & Lincoln, Y. (Eds.). (2005). Part II Paradigms and Perspectives in Contention (3rd ed.). Thousand Oaks, CA: Sage Publications Inc.,.

Duran, J. B., Zhou, Q., Frew, L. A., Kwok, O.-M., & Benz, M. R. (2013). Disciplinary Exclusion and Students With Disabilities: The Mediating Role of Social Skills. Journal of Disability Policy Studies, 24(1), 15-26. doi:10.1177/1044207311422908

Evans, W. (2013). I am not a dyslexic person I'm a person with dyslexia': identity constructions of dyslexia among students in nurse education. Journal of Advanced Nursing, Publication 1(June 2013), 1-13.

Fine, M., & Sirin, S. R. (2007). Theorizing Hyphenated Selves: Researching Youth Development in and across Contentious Political Contexts. Social and Personality Psychology Compass, 1(1), 16-38. doi:10.1111/j.1751-9004.2007.00032.x

Gergen, K. (1999). An Invitation to Social Constructionism. London: Sage.

Gergen, K. (2005). Social Construction in Context. London: SAGE Publications

Gergen, K. (2009). An Introduction to Social Research (2nd ed.). London: Sage Publications Inc.

Gergen, K. (2010). Relational Being: Beyond Self and Community, . New York: Oxford University Press,.

Gergen, K. (2011). The self as social construction. Psychological Studies, 56(1), 108-116.

Gergen, K. (2018). The digital wayfarer: Evocative ethnography as performance. Qualitative Psychology, 5(1), 16-25. doi:10.1037/qup0000097

Gergen, K., & Gergen, M. (2008). Social construction and psychological inquiry. Handbook of constructionist research, 171-188.

Gergen, K., & Gergen, M. (2014). Narrative Inquiry: Dialogue beyond Disciplines.

Graham, L. J., & Sweller, N. (2011). The Inclusion Lottery: Who's in and Who's out? Tracking Inclusion and Exclusion in New South Wales Government Schools. International Journal of Inclusive Education, 15(9), 941-953.

Grandell‐Niemi, H., Hupli, M., Leino‐Kilpi, H., & Puukka, P. (2005). Finnish nurses’ and nursing students’ pharmacological skills. Journal of Clinical Nursing, 14(6), 685-694.

Hall, A. (2008). Specific learning difficulties. Psychiatry, 7(6), 260-265.

Hoeve, Y. T., Jansen, G., & Roodbol, P. (2014). The nursing profession: public image, self‐concept and professional identity. A discussion paper. Journal of Advanced Nursing, 70(2), 295-309.

Kane, J. (2005). Exclusions from school. In S. Rix, Nind, Sheehy (Ed.), Policy and Power in Inclusive Education Values into Practice (pp. 96-106). Abington, Oxon: RoutlegeFalmer.

Kirk, J., & Reid, G. (1999). Adult Dyslexia for Employment and Training. Dyslexia for Employment in Practice and Training, an Employment Service Project.

Long, L., MacBlain, S., & MacBlain, M. (2007). Supporting students with dyslexia at the secondary level: An emotional model of literacy. Journal of Adolescent & Adult Literacy, 51(2), 124-134.

Lyon, G. R., Shaywitz, S., & Shaywitz, B. (2003). A Definition of Dyslexia. Annals of Dyslexia, 53, 1-14.

Mason, M., & Reiser, R. (2014). Disability Equality in the Classroom: A Human Rights Issue. London: Disability Equality in Education.

Merriam, S. (1998). Qualitative Research and Case Study Applications in Education: Revised and Expanded from Case Study Research in Education. San Fransisco: Jossey-Bass Publishers.

Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation. San Fransisco, CA: Jossey-Bass.

Murphy, M. (2013). Considering Happiness and Caring: A conversation with Nel Noddings. Teaching and Teacher Education, 34(0), 184-188. doi: http://dx.doi.org/10.1016/j.tate.2013.04.010

Queensland VET Development Center. (2010). Reasonable Adjustment in Teaching, Learning and Assessment for Learners' with a Disability - A Guide for VET Practitioners. Brisbane: Department of Education and Training Qld.

Reid, G. (2010a). Dyslexia Support and Learning for Post Secondary. Brisbane. Personal Communication, retrieved from

Reid, G. (2010b). Dyslexia: Workplace Issues. Professional Development Article for Teachers. University of Edinburgh. London.

Reid, G. (2016). Dyslexia: A practitioner's handbook: John Wiley & Sons.

Reiser, R. (2009). Inclusion, Empowerment and Vital Role of Disabled People and Their Thinking (M. A. a. V. Timmons Ed. Vol. 25). India: Sage Publications.

Reismann, C. K. (2008). Narrative Methods for the Human Sciences, . California: Sage Publications, Inc.

Riddick, B. (2000). An examination of the relationship between labelling and stigmatisation with special reference to dyslexia. Disability & Society, 15(4), 653-653.

Saldana, J. (2013). The Coding Manual for Qualitative Researchers (2nd ed.): Sage Publications Ltd.

Sanford, R. C. (2000). Caring through relation and dialogue: A nursing perspective for patient education. Advances in Nursing Science, 22(3), 1-15.

Sanotos, F. M. E., Kathleen M. . (2004). Multiple Case Study. . Thousand Oaks, CA: Sage Publications, Inc.

Skaalvik, S. (2004). Reading Problems in School Children and Adults: Experiences, Self-Perceptions and Strategies. Social Psychology of Education, 7(2), 105-125.

Slee, R., & Allan, D. (2005). Excluding the Included A reconstruction of inclusive education. In J. Rix, K. Simmons, M. Nind, & K. Sheehy (Eds.), Policy and Power in Inclusive Education Values into Practice. London RoutledgeFalmer.

Slife, B. D. (2004). Taking Practice Seriously: Toward a Relational Ontology. Journal of Theoretical and Philosophical Psychology, 24(2), 157-178. doi:10.1037/h0091239

Slife, B. D. (2010). Is Gergen's Relational Being Relational Enough? Paper presented at the 118th Annual Convention of the American Psychological Association, San Diego.

Smith, E. (2005). A rich tapestry: changing views of teaching and teaching qualifications in the vocational education and training sector. Asia-Pacific Journal of Teacher Education, 33(3), 339-351.

Tanner, K. (2010). The Lived Experience of Adults with Dyslexia: An Exploration of the Perceptions of Their Educational Experiences. (Doctor of Philosophy Doctor of Philosophy), Murdoch University, Perth.

White, J. (2007). Supporting nursing students with dyslexia in clinical practice. Nursing Standard, 21(19), 35-42.

Xiaoyan, B., & Jezewski, M. A. (2007). Developing a mid-range theory of patient advocacy through concept analysis. Journal of Advanced Nursing, 57(1), 101-110. doi:10.1111/j.1365-2648.2006.04096.x

Yin, R. (2009). Case Study Research: Design and Methods (4th ed.). Thousand Oaks, California: Sage Inc.

Zang, D., & Dymke, K. (2017). Addressing Dyslexia and Specific Learning Disorders in the Classroom,. Melbourne, Australia: VET Development Centre, Retrieved from http://www.vcaa.vic.edu.au/Pages/schooladmin/handbook/2016/index.aspx.




Copyright © 2015. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).