CHILDREN WITH DYSLEXIA: CAN THEY BE INCLUDED IN MAINSTREAM CONTEXTS?

Konstantina Spyropoulou

Abstract


This paper focuses on the ongoing debate of the appropriate type of provision in mainstream or special schools and considers inclusion as the key to the education of dyslexic children (DC). Polarised views for and against mainstream and special schools have been extensively discussed by teachers, parents and students. Based on the contrasting perceptions, there is a need to investigate the implications that arise and encourage the implementation of good practice of inclusive education that should be adopted by school contexts, if certain aspects, such as teachers’ attitudes, availability of the right resources and social acceptance of dyslexics’ peers, are modified.

Article visualizations:

Hit counter


Keywords


dyslexia, inclusion, types of provision, teachers’ attitudes, parents’ perspectives, students’ views

Full Text:

PDF

References


a. Books

Hultqust, A. M. (2006). An Introduction to Dyslexia for Parents and Professionals. Jessica Kingsley Publishers.

McLean, B. and Price, G. (Eds.) (2011). The Dyslexia Handbook. British Dyslexia Association.

Peer, L. and Reid, G. (2001). Dyslexia - successful inclusion in the secondary school. London: D. Fulton Publishers.

Reid, G. (2009). 4th ed. Dyslexia: a practiotioner’s handbook. John Wiley & Sons Publishers.

Reid, G. (2011). 3rd ed. Dyslexia. London: Continuum International Publishing Group.

b. Journal Articles

Anastasiou, D., and Poychronopoulou, S. (2009). Identification and Overidentification of Specific Learning Disabilities (Dyslexia) in Greece. Learning Disability Quarterly, 32(2), pp.55-69.

Avramidis, E., Bayliss, P., & Burden, R. (2000). Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education 16, pp.277–293.

Bell, S., McPhillips, T. and Doveston, M. (2011). How do teachers in Ireland and England conceptualise dyslexia?. Journal of Research in Reading 34(2), pp.171–192.

Berry, R. A. W. (2010). Preservice and early career teachers’ attitudes toward inclusion, instructional accommodations, and fairness: Three profiles. The Teacher Educator 45(2), pp.75–95.

Blecker, N. S., and Boakes N. J. (2010). Creating a learning environment for all children: Are teachers able and willing?. International Journal of Inclusive Education 14(5), 435–447.

Brown, J. and Bell, S. (2014). Supporting young people with dyslexia in international schools: a case study example of current provision in Southeast Asia. Support for Learning, 29(2), pp.154-166.

Büttner, G. and Hasselhorn, M. (2011) Learning Disabilities: Debates on definitions, causes, subtypes, and responses. International Journal of Disability, Development and Education 58(1), 75-87.

Cameron, H. and Nunkoosing, Dr. K. (2012). Lecturer perspectives on dyslexia and dyslexic students within one faculty at one university in England. Teaching in Higher Education, 17(3), pp.341-352.

Casserly, M. (2013). The socio-emotional needs of children with dyslexia in different educational settings in Ireland. Journal of Research in Special Educational Needs, 13(1), pp.79-91.

Coffield, M. and O'Neill, J. (2004). The Durham experience: promoting dyslexia and dyspraxia friendly schools. Dyslexia, 10(3), pp.253-264.

Davis, J. M. and Deponio, P. (2014). Analysing conflicting approaches to dyslexia on a European project: moving to a more strategic, participatory, strength-based and integrated approach. International Journal of Inclusive Education, 18(5), pp.515-534.

Elkins, J., van Kraayenoord, C. and Jobling, A. (2003). Parents' attitudes to inclusion of their children with special needs. Journal of Research in Special Educational Needs, 3(2), pp.122-129.

Elliott, J. G. (2005). Dyslexia: Diagnoses, Debates and Diatribes. Education Canada, 46(2), pp.14-17.

Firth, N., Frydenberg, E., Steeg, C. and Bond, L. (2013). Coping Successfully with Dyslexia: An Initial Study of an Inclusive School-Based Resilience Programme. Dyslexia, 19(2), pp.113-130.

Gabor, G. (2010). Can students with dyslexia be effectively supported in the diversity of an international school setting? Journal of Research in Special Educational Needs, 10(1), pp.31–41.

Glazzard, J. (2010) The impact of dyslexia on pupils' self-esteem. Support for Learning, 25(2), 63-69.

Heimdahl Mattson, E. and Roll‐Pettersson, L. (2007). Segregated Groups or Inclusive Education? An Interview Study with Students Experiencing Failure in Reading and Writing. Scandinavian Journal of Educational Research, 51(3), pp.239-252.

Heimdahl Mattson, E., Fischbein, S., and Roll‐Pettersson, L. (2010). Students with reading difficulties/dyslexia: a longitudinal Swedish example. International Journal of Inclusive Education, 14(8), pp.813-827.

Hornby, G. (2011). Inclusive education for children with special educational needs: a critique. International Journal of Disability, Development and Education, 58(3), pp.321-329.

Kavale, K. A. and Forness, S. R. (2000). History, rhetoric, and reality: analysis of the inclusion debate. Remedial and Special Education 21, 279–296.

Konur, O. (2006). Participation of children with dyslexia in compulsory education: current public policy issues. Dyslexia, 12(1), pp.51-67.

Lancaster, J., and Bain, A. (2010). The design of preservice inclusive education courses and their effects on self-efficacy: A comparative study. Asia-Pacific Journal of Teacher Education, 38(2), pp.117–128.

Leite, S. (2012). Dyslexia through the eyes of primary school teachers. Procedia – Social and Behavioral Sciences, 69, pp.41-46.

McPhillips, T. and Shevlin, M. (2009). Evaluating the teaching and learning experience for the child with dyslexia in special and mainstream settings in Ireland. Support for Learning, 2(2), pp.63–72.

Moritoki Škof, N. (2015). Japanese language education and dyslexia: on the necessity of the dyslexia research. Acta Linguistica Asiatica, 5(1), pp.71-83.

Nalavany, B., Carawan, L. and Brown, L. (2011). Considering the role of traditional and specialist schools: do school experiences impact the emotional well-being and self-esteem of adults with dyslexia? British Journal of Special Education, 38(4), pp.191-200.

Nielsen, C. (2011). The Most Important Thing: Students with Reading and Writing Difficulties Talk About their Experiences of Teachers' Treatment and Guidance. Scandinavian Journal of Educational Research, 55(5), pp.551-565.

Nugent, M. (2007). Comparing inclusive and segregated settings for children with dyslexia: parental perspectives from Ireland. Support for Learning, 22(2), pp.52–59.

Nugent, M. (2008). Services for children with dyslexia – the child’s experience. Educational Psychology in Practice, 24(3), pp.189-206.

Pijl, S. J. (2007). Introduction: the social position of pupils with special needs in regular education. European Journal of Special Needs Education, 22(1), pp.1–5.

Pino, M. and Mortari, L. (2014). The Inclusion of Students with Dyslexia in Higher Education: A Systematic Review Using Narrative Synthesis. Dyslexia, 20(4), 346-369.

Riddick, B. (2001). Dyslexia and inclusion: Time for a social model of disability perspective?. International Studies in Sociology of Education, 11(3), pp.223-236.

Riddick, B. (2006). Dyslexia friendly schools in the UK. Topics in Language Disorders, 26 (2), pp.144–156.

Roberts, C. M., and Smith, P. R. (1999). Attitudes and behaviour of children toward peers with disabilities. International Journal of Disability, Development and Education, 46(1), pp.35–50.

Ryan, T. G. (2009). Inclusive attitudes: A preservice analysis. Journal of Research in Special Education Needs, 9(3), pp.180–187.

Stampoltzis, A. and Polychronopoulou, S. (2008). Dyslexia in Greek higher education: a study of incidence, policy and provision. Journal of Research in Special Educational Needs, 8(1), pp.37–46.

Stampoltzis, A. and Polychronopoulou, S. (2009). Greek university students with dyslexia: an interview study. European Journal of Special Needs Education, 24(3), pp.307-321.

Wilde, A. and Avramidis, E. (2011). Mixed feelings: towards a continuum of inclusive pedagogies. Education 3-13, 39(1), pp.83-101.

c. Online Sources

British Educational Research Association (BERA) (2011). Ethical Guidelines for Educational Research. Available at: https://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Ethical-Guidelines-2011.pdf?noredirect=1 [Accessed 10 November 2015].

Maxwell Gillott (2014). SEN: Dyslexia [online] Available at: http://www.maxwellgillott.com/services/education/dyslexia-special-educational-needs.aspx [Accessed 11 January 2016].

Rontou, M. (2010) Provision for students with dyslexia in EFL: an ethnographic case study [online]. PhD Thesis, University of Birmingham. Available at: http://etheses.bham.ac.uk/1237/1/Rontou10EdD.pdf [Accessed 15 December 2015].

University of Washington/Bothell (2015). Critical literature review [online] Available at: https://www.uwb.edu/med/medstudenthandbook/acadprogramrequirements/litreview [Accessed 11 December 2015].




DOI: http://dx.doi.org/10.46827/ejse.v6i4.3488

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).