"We are all thrown into one basket": Dyslexia, schools and the (non)enactment of policies of inclusion

Since the mid-1990s it has been illegal for Australian education providers to deny students with disabilities the right to access and participate in education. Conjointly, policies and standards have been introduced that devolve the responsibility of ensuring disabled students are able to fully enga...
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Gespeichert in:

Autor*in:	Thom Paul Nevill [verfasserIn] Martin Forsey [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	dyslexia inclusive reform policy practice inclusive education devolution social relational model of disability

Übergeordnetes Werk:	In: Disability Studies Quarterly - The Ohio State University Libraries, 2017, 42(2022), 1
Übergeordnetes Werk:	volume:42 ; year:2022 ; number:1

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.18061/dsq.v42i1.7649

Katalog-ID:	DOAJ085697788

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author	Thom Paul Nevill
spellingShingle	Thom Paul Nevill misc dyslexia misc inclusive reform misc policy practice misc inclusive education misc devolution misc social relational model of disability misc Social Sciences misc H "We are all thrown into one basket": Dyslexia, schools and the (non)enactment of policies of inclusion
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topic_title	"We are all thrown into one basket": Dyslexia, schools and the (non)enactment of policies of inclusion dyslexia inclusive reform policy practice inclusive education devolution social relational model of disability
topic	misc dyslexia misc inclusive reform misc policy practice misc inclusive education misc devolution misc social relational model of disability misc Social Sciences misc H
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title	"We are all thrown into one basket": Dyslexia, schools and the (non)enactment of policies of inclusion
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title_sort	"we are all thrown into one basket": dyslexia, schools and the (non)enactment of policies of inclusion
title_auth	"We are all thrown into one basket": Dyslexia, schools and the (non)enactment of policies of inclusion
abstract	Since the mid-1990s it has been illegal for Australian education providers to deny students with disabilities the right to access and participate in education. Conjointly, policies and standards have been introduced that devolve the responsibility of ensuring disabled students are able to fully engage in their education to schools. Despite recent studies suggesting dyslexic student needs are rarely met in the Australian school system, to date, little research has examined how developments in anti-discriminatory and inclusive policy affect the provision of support to these students. This paper examines how devolved approaches to inclusive education policy practice affect the lived experiences of dyslexic students in Western Australian schools. Focusing on two young people's stories about their time in school, it is argued that the adoption of devolved approaches to policy has been instrumental in shifting responsibility for the delivery of equitable education for students with learning disabilities to families, and especially mothers. Drawing on a social-relational model of disability and Bourdieusien theories of capital, this paper illustrates how shifting responsibility for inclusion to parents results in inequity. The findings illuminate a need to think more critically about exactly who should be responsible for inclusion.
abstractGer	Since the mid-1990s it has been illegal for Australian education providers to deny students with disabilities the right to access and participate in education. Conjointly, policies and standards have been introduced that devolve the responsibility of ensuring disabled students are able to fully engage in their education to schools. Despite recent studies suggesting dyslexic student needs are rarely met in the Australian school system, to date, little research has examined how developments in anti-discriminatory and inclusive policy affect the provision of support to these students. This paper examines how devolved approaches to inclusive education policy practice affect the lived experiences of dyslexic students in Western Australian schools. Focusing on two young people's stories about their time in school, it is argued that the adoption of devolved approaches to policy has been instrumental in shifting responsibility for the delivery of equitable education for students with learning disabilities to families, and especially mothers. Drawing on a social-relational model of disability and Bourdieusien theories of capital, this paper illustrates how shifting responsibility for inclusion to parents results in inequity. The findings illuminate a need to think more critically about exactly who should be responsible for inclusion.
abstract_unstemmed	Since the mid-1990s it has been illegal for Australian education providers to deny students with disabilities the right to access and participate in education. Conjointly, policies and standards have been introduced that devolve the responsibility of ensuring disabled students are able to fully engage in their education to schools. Despite recent studies suggesting dyslexic student needs are rarely met in the Australian school system, to date, little research has examined how developments in anti-discriminatory and inclusive policy affect the provision of support to these students. This paper examines how devolved approaches to inclusive education policy practice affect the lived experiences of dyslexic students in Western Australian schools. Focusing on two young people's stories about their time in school, it is argued that the adoption of devolved approaches to policy has been instrumental in shifting responsibility for the delivery of equitable education for students with learning disabilities to families, and especially mothers. Drawing on a social-relational model of disability and Bourdieusien theories of capital, this paper illustrates how shifting responsibility for inclusion to parents results in inequity. The findings illuminate a need to think more critically about exactly who should be responsible for inclusion.
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