Dyslexia's diagnostic lottery: a call for better parent-school partnerships

McFadden, J and Niolaki, G.Z (2022) Dyslexia's diagnostic lottery: a call for better parent-school partnerships. BPS West Midlands Newsletter, Jan.

Official URL: https://www.bps.org.uk/member-microsites/west-midl...


There is an increasing focus in psychology (and the media) on the social struggles faced by school-age dyslexia sufferers, and the battle for diagnosis often faced by their parents. Joshua McFadden and Dr Georgia Niolaki discuss some of the support offered to families, and how it can be improved through more equitable distribution and stronger parental advocacy. They encourage a more holistic teacher-parent-learner approach to dyslexia.

Item Type: Other
Keywords: mental health, dyslexia, education, children, parents
Divisions: School of Education
Research Centres and Groups: Centre for Research in Equity, Inclusion and Community (CREIC)
Research Centre on Policy, Pedagogy and Practice in Education (PPP)
Date Deposited: 25 Jan 2022 17:26
Last Modified: 09 Jun 2023 17:48
References: Buswell-Griffiths, C., Norwich, B., & Burden, R. (2004). Parental agency, identity and knowledge: mothers of children with dyslexia. Ore.exeter.ac.uk. https://doi.org/10.1080/0305498042000260511 --- Department for Education. (2015). Special Educational Needs and Disability (SEND) Code of Practice. DfE and DfH. --- Earey, A. (2013). Parental experiences of support for pupils with dyslexia: ignoring the effect on parents. Support for Learning, 28(1), 35–40. https://doi.org/10.1111/1467-9604.12013 --- Norwich, B., Griffiths, C., & Burden, B. (2005). Needs Education, 20(2), 147–165. https://doi.org/10.1080/08856250500055628 --- Poulter, D., & Timpson, E. (2014). Special educational needs and disability code of practice: 0 to 25 years. In Department for Health & Department for Education (Eds.), Gov.uk. https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 --- Quinn, J. M., & Wagner, R. K. (2013). Gender Differences in Reading Impairment and in the Identification of Impaired Readers. Journal of Learning Disabilities, 48(4), 433–445. https://doi.org/10.1177/0022219413508323 --- Ross, H. (2019). Supporting a child with dyslexia: how parents/carers engage with school‐based support for their children. British Journal of Special Education, 46(2), 136–156. https://doi.org/10.1111/1467-8578.12254 --- Solvang, P. (2007). Developing an ambivalence perspective on medical labelling in education: case dyslexia. International Studies in Sociology of Education, 17(1-2), 79–94. https://doi.org/10.1080/09620210701433779
URI / Page ID: https://researchspace.bathspa.ac.uk/id/eprint/14525
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