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

Riddick, B.

Authors

B. Riddick



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.

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