“…Before identification of their children’s dyslexia, parents/carers in this study ‘blamed’ their children’s difficulties on the children themselves. Congruent with Solvang’s () work, all parents/carers in this study welcomed a ‘diagnosis’ of dyslexia. Jean noted that: ‘it has [been useful] because now we know that he’s not just being difficult when it comes to homework.…”
Section: Resultsmentioning
confidence: 80%
“…With regard to their conceptualisation of their children’s dyslexic difficulties, parents/carers drew on medicalised discourses, according to which difficulties are located within the child (Solvang, ). Before identification of their children’s dyslexia, parents/carers in this study ‘blamed’ their children’s difficulties on the children themselves.…”
Section: Resultsmentioning
confidence: 99%
“…As noted by Solvang () and echoed by Ross (), diagnoses of dyslexia can provide ‘concrete’ explanations for young people’s difficulties. Having a pathological impairment removes ‘blame’ for difficulties from parents/carers; there is a tangible ‘problem’ within their child.…”
Section: Introductionmentioning
confidence: 95%
“…Language used to describe dyslexia has underscored its medicalisation. Calfee () referred to ‘treatment’ of dyslexia and, later, Solvang () described children with dyslexia as having ‘diagnoses’ to categorise their needs. While outlining the root causes of dyslexia is outside the scope of this article, much work has been undertaken on this matter (Hoyles & Hoyles, ; Poole, ).…”
Parents’/carers’ experiences of their children’s dyslexia were explored in a mainstream secondary school in England. Interviews were undertaken with the parents/carers of young people at Hilltop View School, a secondary school in south‐west England. Bourdieusian concepts of field, habitus and practice were powerful in underpinning analysis using Jenkins’s (2008) ‘levels of interaction’ when exploring these experiences. It was found that parents/carers drew on bio‐social conceptualisations when making sense of dyslexia, and this helped them to reframe their children’s dyslexia positively. However, they encountered difficulties when engaging in the development of support for their children; the role inhabited by parents versus that of professionals impeded their ability to access the field of education effectively at Hilltop View School.
“…Before identification of their children’s dyslexia, parents/carers in this study ‘blamed’ their children’s difficulties on the children themselves. Congruent with Solvang’s () work, all parents/carers in this study welcomed a ‘diagnosis’ of dyslexia. Jean noted that: ‘it has [been useful] because now we know that he’s not just being difficult when it comes to homework.…”
Section: Resultsmentioning
confidence: 80%
“…With regard to their conceptualisation of their children’s dyslexic difficulties, parents/carers drew on medicalised discourses, according to which difficulties are located within the child (Solvang, ). Before identification of their children’s dyslexia, parents/carers in this study ‘blamed’ their children’s difficulties on the children themselves.…”
Section: Resultsmentioning
confidence: 99%
“…As noted by Solvang () and echoed by Ross (), diagnoses of dyslexia can provide ‘concrete’ explanations for young people’s difficulties. Having a pathological impairment removes ‘blame’ for difficulties from parents/carers; there is a tangible ‘problem’ within their child.…”
Section: Introductionmentioning
confidence: 95%
“…Language used to describe dyslexia has underscored its medicalisation. Calfee () referred to ‘treatment’ of dyslexia and, later, Solvang () described children with dyslexia as having ‘diagnoses’ to categorise their needs. While outlining the root causes of dyslexia is outside the scope of this article, much work has been undertaken on this matter (Hoyles & Hoyles, ; Poole, ).…”
Parents’/carers’ experiences of their children’s dyslexia were explored in a mainstream secondary school in England. Interviews were undertaken with the parents/carers of young people at Hilltop View School, a secondary school in south‐west England. Bourdieusian concepts of field, habitus and practice were powerful in underpinning analysis using Jenkins’s (2008) ‘levels of interaction’ when exploring these experiences. It was found that parents/carers drew on bio‐social conceptualisations when making sense of dyslexia, and this helped them to reframe their children’s dyslexia positively. However, they encountered difficulties when engaging in the development of support for their children; the role inhabited by parents versus that of professionals impeded their ability to access the field of education effectively at Hilltop View School.
“…As a result, some educators prefer to confine the use of labels where possible to those who are more specific than SEN. The most common specific educational problem experienced by children in Britain today is dyslexia (Solvang, 2007). The British Dyslexia Association has estimated that 4% of the population suffer with severe dyslexia, which amounts to approximately 5% of school children (Francks, MacPhie, & Monaco, 2002).…”
The aim of this study is to investigate the relationship between being labelled either as having dyslexia or as having general special educational needs (SEN) and a child's self-esteem. Seventy-five children aged between 8 and 15 years categorised as having dyslexia (N = 26), as having general SEN (N = 26) or as having no learning difficulties (N = 23), completed an age-appropriate version of the Culture-Free Self-Esteem Inventory and a standard test of reading ability. When the self-esteem scores of the groups were compared (with the discrepancy between reading and chronological age being partialled out), it was found that the self-esteem scores of those in the 'general SEN' group had significantly lower self-esteem scores than those in both the 'dyslexia' group and the 'control' group. There was no significant difference between the self-esteem scores of the 'dyslexia' and the 'control' group. On the basis of these findings, it is suggested that being labelled as having a general SEN may negatively affect children's selfesteem because, unlike the label dyslexia, this label offers very little in the way of an explanation for the child's academic difficulties and because targeted interventions are not as available for those with a less specific label.
The present study examined the attitudes and behavioral intentions of 336 children aged 7–11 toward a hypothetical peer with symptoms of attention‐deficit hyperactivity disorder (ADHD) to determine whether they were influenced by labeling, social devaluation, or familiarity. Children read one of five vignettes describing the behavior of a gender‐neutral peer before completing self‐report measures of attitudes and behavioral intentions. Results showed children held predominantly negative attitudes toward the hypothetical peer, which were more pronounced for inattentive than hyperactive/impulsive symptoms. These findings suggest that children were more likely to devalue internalizing rather than externalizing behaviors. Children also reported being more likely to engage in active/recreational and social activities rather than academic activities. In addition, the diagnostic label “ADHD” led to more negative attitudes and behavioral intentions, while knowing someone with ADHD mediated the negative effect of hyperactive/impulsive symptoms on attitudes and behavioral intentions. Finally, significant positive relationships were found between attitudes and children's willingness to engage in social, academic, and physical activities. Policy and practice implications of these findings are discussed.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
