"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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
The Ohio State University Libraries
2022-08-01
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| Series: | Disability Studies Quarterly |
| Subjects: | |
| Online Access: | https://dsq-sds.org/article/view/7649 |
| _version_ | 1811188311709974528 |
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| author | Thom Paul Nevill Martin Forsey |
| author_facet | Thom Paul Nevill Martin Forsey |
| author_sort | Thom Paul Nevill |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-11T14:16:49Z |
| format | Article |
| id | doaj.art-bb96d0e54e6146c4ba3798b7d6f9d8e1 |
| institution | Directory Open Access Journal |
| issn | 1041-5718 2159-8371 |
| language | English |
| last_indexed | 2024-04-11T14:16:49Z |
| publishDate | 2022-08-01 |
| publisher | The Ohio State University Libraries |
| record_format | Article |
| series | Disability Studies Quarterly |
| spelling | doaj.art-bb96d0e54e6146c4ba3798b7d6f9d8e12022-12-22T04:19:17ZengThe Ohio State University LibrariesDisability Studies Quarterly1041-57182159-83712022-08-0142110.18061/dsq.v42i1.76496942"We are all thrown into one basket": Dyslexia, schools and the (non)enactment of policies of inclusionThom Paul Nevill0Martin Forsey1University of Western AustraliaUniversity of Western AustraliaSince 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.https://dsq-sds.org/article/view/7649dyslexiainclusive reformpolicy practiceinclusive educationdevolutionsocial relational model of disability |
| spellingShingle | Thom Paul Nevill Martin Forsey "We are all thrown into one basket": Dyslexia, schools and the (non)enactment of policies of inclusion Disability Studies Quarterly dyslexia inclusive reform policy practice inclusive education devolution social relational model of disability |
| title | "We are all thrown into one basket": Dyslexia, schools and the (non)enactment of policies of inclusion |
| title_full | "We are all thrown into one basket": Dyslexia, schools and the (non)enactment of policies of inclusion |
| title_fullStr | "We are all thrown into one basket": Dyslexia, schools and the (non)enactment of policies of inclusion |
| title_full_unstemmed | "We are all thrown into one basket": Dyslexia, schools and the (non)enactment of policies of inclusion |
| title_short | "We are all thrown into one basket": Dyslexia, schools and the (non)enactment of policies of inclusion |
| title_sort | we are all thrown into one basket dyslexia schools and the non enactment of policies of inclusion |
| topic | dyslexia inclusive reform policy practice inclusive education devolution social relational model of disability |
| url | https://dsq-sds.org/article/view/7649 |
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