Psychological assessment and dyslexia: parents’ perspectives

Long, Louise; McPolin, Peter

doi:10.1080/03323310802597424

Cited by 5 publications

(11 citation statements)

References 13 publications

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“…Key in engaging with the school was an understanding of the required habitus. This chimes with other work [40], which agrees that mutual understanding and compassion is necessary. However, they 'flip' the view that parents must undergo battle [7,10] to secure support for their children.…”

Section: Parents and Professionalssupporting

confidence: 86%

“…This chimes with other reports of anxiety and stress connected to schooling [39]. However, assessment and subsequent diagnosis of dyslexia has been found to be a source of empowerment for parents and children alike in much work [4,20,40].…”

Section: My Child Has Dyslexia: What Next?supporting

confidence: 82%

“…Positive relationships best underpin meaningful interactions between parents and professionals [12,15,40]. Where parents can frame dyslexia positively, and are confident in their knowledge of its characteristics, schools take their views seriously, which resulted in improved provision for young people [15].…”

Section: Parents and Professionalsmentioning

confidence: 99%

“…He found that parents regularly had to commission private diagnostic assessments for their children. This echoes [12,40]. Parents' understandings of their children's needs served to empower them to bypass the state school system and seek a private assessment of need.…”

Section: Parents and Professionalsmentioning

confidence: 99%

“…The underlying reasons for schools' lack of capacity to identify need are varied and diverse. It may be that schools lack professional knowledge of dyslexia or that they view parents as overreacting to their children's perceived difficulties [12,40]. Where schools have not adequately identified need, Ferguson [5] suggests that parents should advocate for their children, requesting regular updates, feedback, and progress reports from schools.…”

Section: Parents and Professionalsmentioning

confidence: 99%

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“It’s a Battle!”: Parenting and Supporting a Child with Dyslexia

Ross¹

2021

Dyslexia

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Parents and carers supporting their children with dyslexia liken their experiences to battle, when trying to secure appropriate educational provision for their children. This chapter expands our understanding of parents’/carers’ experiences through exploration of both academic studies, reviews and gray literature since the Assent of the Children and Families Act 2014 in England. Using a Bourdieusian framework underpinned by Jenkins’ ‘levels of interaction’, this chapter studies parental/carers’ experiences of dyslexia and procurement of appropriate educational provision for their children with dyslexia. Parents’/carers’ internal sense-making of dyslexia is explored. Connections are made between this sense-making and the nature of parents’/carers’ interactions with their children and education professionals. These interactions, as underpinned by individuals’ understandings of dyslexia are then explored in the context of the social positions occupied by parents/carers relative to others within the field of education. Parents’/carers’ capacity to engage with professionals, and contribute meaningfully to decision-making processes through embodiment of necessary habitus is exposed through analysis of individual sense-making, interactional exchanges and institutional relationships. Practical and theoretical implications of parents’/carers/sense-making of dyslexia, their interactional experiences, and embodiment of habitus are then described in a ‘Who, What, When and How’ overview of parents/carers supporting a child with dyslexia.

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Section: Parents and Professionalssupporting

confidence: 86%

Section: My Child Has Dyslexia: What Next?supporting

confidence: 82%

Section: Parents and Professionalsmentioning

confidence: 99%

Section: Parents and Professionalsmentioning

confidence: 99%

Section: Parents and Professionalsmentioning

confidence: 99%

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“It’s a Battle!”: Parenting and Supporting a Child with Dyslexia

Ross¹

2021

Dyslexia

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Parents' voices matter: A mixed‐method study on the dyslexia diagnosis process

Denton

Coneway

Simmons

et al. 2022

Psychology in the Schools

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Difficulty learning to read presents many struggles for children and their families, and evaluation of parental perspectives of the dyslexia assessment process within the United States represents an under-researched area. This study sought to investigate how parental perspectives change during their child's dyslexia assessment. Six hundred one parents of children experiencing reading difficulties provided both Likert scale and open-ended responses to an online survey regarding their experiences throughout the dyslexia assessment and diagnosis process. Participants' responses were analyzed through thematic coding, sentiment analysis, and regression analysis. Parent perspectives were largely positive but revealed three important areas for investigation: shift in parental perspectives and lifestyles, assessment timelines, and parental advocacy and support. The assessment timeline predicted parental satisfaction. Results indicate a desire for clarity in the assessment process and ongoing needs for advocacy, support, and intervention. Implications for educational assessments, parent/family support, and suggestions for future research are discussed.

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The social impact of schooling on students with dyslexia: A systematic review of the qualitative research on the primary and secondary education of dyslexic students

Nevill

Forsey

2023

Educational Research Review

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Psychological assessment and dyslexia: parents’ perspectives

Cited by 5 publications

References 13 publications

“It’s a Battle!”: Parenting and Supporting a Child with Dyslexia

“It’s a Battle!”: Parenting and Supporting a Child with Dyslexia

Parents' voices matter: A mixed‐method study on the dyslexia diagnosis process

The social impact of schooling on students with dyslexia: A systematic review of the qualitative research on the primary and secondary education of dyslexic students

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