Participation of children with dyslexia in compulsory education: current public policy issues

Abstract

The assessment and placement of children with dyslexia at appropriate schools has been regulated in the UK by a series of laws since 1944. Recent public policy developments such as the introduction of new duties and rights, and the development of law regarding educational negligence have sharpened the public policy debate on the effectiveness of these policies. This paper explores policy-related issues from an interdisciplinary perspective by outlining and discussing a sample of appellate legal cases regarding children with dyslexia. The provisions of these laws have shaped the actions of key stakeholders such as parents and councils. Similarly, the law on educational negligence has had a similar impact. Procedural rules of courts and tribunals have been equally important in restricting access to the courts by parents. Learning difficulty tests have further restricted their access. It is essential that provisions of the relevant Acts should be designed to enable these children to develop their academic and social skills in the same way as their non-dyslexic peers and to make the transition into employment and/or higher education successfully.

“What’s wrong with you, are you stupid?”Listening to the biographical narratives of adults with dyslexia in an age of ‘inclusive’ and ‘anti-discriminatory’ practice

“…Although this Act was intended to remove discriminatory barriers in employment, the terminology used in the policy referred to 'reasonable adjustment'. The DDA (1995) was subsequently expanded to education, in the Special Educational Needs and Disability Act (SENDA) 2001, which made it illegal for schools and other educational establishments to discriminate on the grounds of disability (Konur 2006). The Due to growing criticisms that the DDA (1995) was being systematically ignored by employers due to the concept of 'reasonable' adjustment, the Act was updated and expanded in 2005 to cover public transport and public authorities within its remit (Roulstone and Warren 2006).…”

Twice upon a time: Examining the effect socio‐economic status has on the experience of dyslexia in the United Kingdom

“…This article presents data on the experiences of adults with dyslexia. These experiences have occurred during a period of inclusive education and anti‐discriminatory policy over the past 23 years (see the SENDA, ; Disability Discrimination Acts, , ; Education Act, ; Equality Act, ).Within employment, due to the DDAs and Equality Act, organisations have a legal obligation to make “reasonable adjustments” to working environments for disabled people, including individuals with dyslexia (Konur, ; Roulstone & Warren, ). At a social policy level, there has been a significant commitment to anti‐discriminatory practice within education and employment, yet data in this study illustrates these policies have had only a marginal effect on the lives of participants, particularly those from working‐class backgrounds.…”

A collaborative, collegial and more cohesive approach to supporting educational reform for inclusion in Hong Kong

“…see case studies in the UK, Konur, 2006). Such decisions are far from satisfactory as they are costly, involve considerable time delays and are often subject to appeal.…”