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Supporting a child with dyslexia: how parents/carers engage with school‐based support for their children
Author(s) -
Ross Helen
Publication year - 2019
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8578.12254
Subject(s) - dyslexia , habitus , cognitive reframing , mainstream , psychology , developmental psychology , underpinning , mainstreaming , learning disability , special educational needs , pedagogy , special education , reading (process) , social psychology , ethnography , sociology , philosophy , civil engineering , theology , political science , anthropology , law , engineering
Parents’/carers’ experiences of their children’s dyslexia were explored in a mainstream secondary school in England. Interviews were undertaken with the parents/carers of young people at Hilltop View School, a secondary school in south‐west England. Bourdieusian concepts of field, habitus and practice were powerful in underpinning analysis using Jenkins’s (2008) ‘levels of interaction’ when exploring these experiences. It was found that parents/carers drew on bio‐social conceptualisations when making sense of dyslexia, and this helped them to reframe their children’s dyslexia positively. However, they encountered difficulties when engaging in the development of support for their children; the role inhabited by parents versus that of professionals impeded their ability to access the field of education effectively at Hilltop View School.