- Title
- Dyslexia and learning: An Insider account of negotiating barriers and aids in secondary education
- Creator
- Burke, Jenene; Bushby, Alanna
- Date
- 2017
- Type
- Text; Book chapter
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/179330
- Identifier
- vital:15542
- Identifier
- ISBN:978-94-6300-866-2
- Abstract
- Personal narratives derived from insider accounts of schooling can illuminate our understanding of how individuals negotiate their learning; and how teachers and schools might empower or marginalise students on the basis of a specific learning disability. This chapter retrospectively examines the lived experience of one of the authors, Alanna, as a student diagnosed with dyslexia. Alanna, who is a graduate teacher, is positioned as an ‘insider’ in the recounting of her secondary schooling experiences. She negotiated her learning at secondary school in two contrasting Australian schools and reflects on how her learning was both supported and limited within these educational settings. We consider Alanna’s learning experiences through the lens of the social relational understanding of disability (Thomas, 1999) along with the principle of educational inclusion. We tease out how schools and individual teachers can create conditions for learning that contribute to the success of a student diagnosed with dyslexia in a secondary education setting, and also how a learner can ultimately take control of her own learning.
- Publisher
- Sense Publishers
- Relation
- Inclusive education: Making sense of everyday practice Chapter 10 p. 141-157
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Subject
- Inclusive education; Multicultural education
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