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ERIC Number: EJ1221264
Record Type: Journal
Publication Date: 2019-Jun
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0952-3383
EISSN: N/A
Supporting a Child with Dyslexia: How Parents/Carers Engage with School-Based Support for Their Children
Ross, Helen
British Journal of Special Education, v46 n2 p136-156 Jun 2019
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A