Written by authors with extensive experience of working with students with dyslexia, this book provides clear guidance and practical strategies for dyslexia-friendly practice for those working with young people aged 14 to 19 and adults in education or work-based training. Looking at how dyslexia impacts on learning, the authors suggest ways to improve the learning environment and explain how to help students develop the basic skills that will help them to make the transition from study to employment. Building on the latest research and understanding of dyslexia, they also consider overlapping syndromes, emotional and social issues, and funding.
Chapter 9: Dyslexia and Disability-Friendly Perspectives
Dyslexia and Disability-Friendly Perspectives
Theorising Dyslexia: The Present Position
Dyslexia hypotheses are generally based on a perception of individual deficit and take a medical or psychological focus. This is a view of dyslexia that locates it within symbolic learning, that is, something that happens in the brain, rather than situated learning, which happens in social settings. However, the well-known Morton and Frith model (Morton and Frith, 1995, cited in Frith, 1999) includes an environmental dimension running alongside the cognitive, biological and behavioural levels, so that in every dyslexia hypothesis [Page 88]there is an environmental aspect. It is this that the dyslexia-friendly initiative addresses, on the understanding that by improving the learning environment, the chances of successful learning can be improved. Currently, many ...