Dyslexia-friendly schools and parent partnership: inclusion and home-school relationships

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Dyslexia-friendly schools and parent partnership: inclusion and home-school relationships

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dc.contributor.author Norwich, Brahm en_GB
dc.contributor.author Griffiths, Carol en_GB
dc.contributor.author Burden, Robert en_GB
dc.contributor.department University of Exeter en_GB
dc.date.accessioned 2008-12-16T09:59:22Z en_GB
dc.date.accessioned 2011-01-25T11:51:41Z en_US
dc.date.accessioned 2013-03-20T16:41:09Z
dc.date.issued 2005-05 en_GB
dc.description.abstract This paper summarizes an action research project in five local areas in the south-west of England which aimed to support parents of children with dyslexic difficulties who were experiencing problems in obtaining appropriate provision in mainstream schools. It was based on the importance of effective parental partnership and quality inclusive practice for children having dyslexic difficulties. A development officer worked over two years in the five participating LEAs that were selected to represent a range of professional practice with a mix of urban and rural populations. As part of the evaluation, the authors also examined longitudinally the educational experiences of a sample of parents. The paper includes a conceptual framework of parental agency in this field in terms of knowledge, identity and parental strategies, and the conditions under which parents escalate their strategies to secure appropriate provision for their children. The support provided by the development officer is analysed in terms of the kinds of support requests received, the kinds of support offered and qualitative evidence of the impact of this support. This research is theorized in terms of current ideas about parent-partnership and theories about parent-teacher relations in terms of the diversity of parents. It highlights the significance of thinking about inclusive schooling and parent-school relations in terms of the interconnections between general systems for all, for those with special educational needs and those with specific difficulties. The policy and practice implications are interpreted in terms of the importance of a system of extended professionalism, which is inclusive of parents with learning difficulties and disabilities. en_GB
dc.description.sponsorship The research project this paper summarises was funded by the British Dyslexia Association (BDA) and the Buttle Trust. en_GB
dc.identifier.citation 20(2), pp.147-165 en_GB
dc.identifier.doi 10.1080/08856250500055628 en_GB
dc.identifier.uri http://hdl.handle.net/10036/42374 en_GB
dc.language.iso en en_GB
dc.publisher Routledge en_GB
dc.relation.url http://www.informaworld.com/smpp/content~content=a713735007~db=all~order=page en_GB
dc.subject dyslexia en_GB
dc.subject dyslexia-friendly schools en_GB
dc.subject home-school relationships en_GB
dc.subject inclusion en_GB
dc.subject parent partnership en_GB
dc.subject parent perspectives en_GB
dc.title Dyslexia-friendly schools and parent partnership: inclusion and home-school relationships en_GB
dc.type Article en_GB
dc.date.available 2008-12-16T09:59:22Z en_GB
dc.date.available 2011-01-25T11:51:41Z en_US
dc.date.available 2013-03-20T16:41:09Z
dc.identifier.issn 0885-6257 en_GB
dc.description This is a postprint of an article whose final and definitive form has been published in the European Journal of Special Needs Education┬ę 2005 Copyright Taylor & Francis; European Journal of Special Needs Education is available online at http://www.informaworld.com en_GB
dc.identifier.eissn 1469-591X en_GB
dc.identifier.journal European Journal of Special Needs Education en_GB
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