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Cited by 110Disability Rights and RepresentationReading and Literacy DevelopmentInclusive Education and Diversity

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

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Riddick, Barbara·2001·International Studies in Sociology of Education
DOI 10.1080/09620210100200078
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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.

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  1. Fraser, N. (1995) From Redistribution to Recognition? Dilemmas of Justice in a 'Post-socialist' Age, New Left Review, 212, pp. 68-93.
  2. Lingard, T. (2000) Is the National Literacy Strategy Raising the Achievement of Low Attainers? British Journal of Special Education, 27, pp. 117-123.
  3. MacArthur,C., Graham, S. & De La Paz, S. (1996) Spellcheckers and Students with Learning Disabilities, Journal of Special Education, 30, pp. 35-37.
  4. Riddick, B. (2001) The Experiences of Teachers and Trainee Teachers Who have Dyslexia. York, the 5th British Dyslexia Association International Conference, Dyslexia at the Dawn of a New Century, 18-21 April.
  5. Salter, R. (1995) Teaching Dyslexic Children in Europe, Dyslexia: an international journal of research and practice, 1, pp. 123-124.
  6. Singleton, C. (2001) Dyslexia in Higher Education: a review of progress in the UK. York, The 5th British Dyslexia Association International Conference, Dyslexia at the Dawn of a New Century, 18-21st April.
  7. Smith, C., Whiteley, H. & Windle, S. (2001) The Literacy Hour: accomodating children with literacy.York, 5th British Dyslexia Association International Conference, Dyslexia at the Dawn of a New Century, 18-21st April.
  8. Snowling, M., Nation, K., Moxham, P., Gallagher, A. & Frith, U. (1997) Phonological Processing Deficits in Dyslexic Students: a preliminary account, Journal of Research in Reading, 20, pp. 31-34.
  9. Spencer, K. (2000) Is English a Dyslexic Language? Dyslexia: an international journal of research and practice, 6, pp. 152-162.

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Authors
Riddick, B.
Affiliations
University of Sunderland (GB)
Corresponding author
Riddick, Barbara
Venue
International Studies in Sociology of Education
Publisher
Informa UK Limited
Published
2001-11
Volume
11
Issue
3
Pages
223-236
ISSN
  • 0962-0214 (ISSN-L)
  • 1747-5066
DOI
10.1080/09620210100200078
OpenAlex
W2039608335
Cited by
110
References
41
Citations by year
2026: 5 · 2025: 8 · 2024: 12 · 2023: 6 · 2022: 4 · 2021: 7 · 2020: 6 · 2019: 7 · 2018: 8 · 2017: 8 · 2016: 4 · 2015: 6 · 2014: 2 · 2013: 5 · 2012: 4
FWCI
0.00
Type
journal article
Language
en
Open access
Locations
  • International Studies in Sociology of Education (publishedVersion)
  • Durham Research Online (Durham University) (acceptedVersion)
  • Durham Research Online (Durham University) (submittedVersion)
  • Durham Research Online (Durham University) (submittedVersion, cc-by)
Topics
  • Social Sciences › Safety Research › Disability Rights and Representation
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Education › Inclusive Education and Diversity
Keywords
dyslexia, social model of disability, inclusive education, phonological skills, literacy intervention, school policy, disability classification, children's literacy

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