Stories from school: dyslexia and learners' voices on factors impacting on achievement

Gibson, Suanne; Kendall, Lynne

doi:10.1111/j.1467-9604.2010.01465.x

Cited by 49 publications

(62 citation statements)

References 30 publications

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“…Specifically, a research study carried out in Australia, aimed at investigating the educational experiences of nine students with physical disabilities, found that 'although there were positive stories of friendships developing between participants and their peers without disabilities, there were also stories of loneliness and exclusion, of being a curiosity, and of not being made to feel welcome' (Curtin and Clarke 2005, 209). Similar findings were made in the studies by Cefai and Cooper (2010) and Gibson and Kendall (2010), both of which analysed disabled students' various and multi-layered social experiences at schools.…”

Section: Discussionsupporting

confidence: 83%

Disabled students’ narratives about their schooling experiences

Vlachou

Papananou

2014

Disability & Society

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An ongoing interest in disabled learners' voices has been reflected in a number of studies that explore students' experiences of schooling, as part of the quest to understand how inclusive education can be achieved. These studies, however, have been conducted mainly in industrially developed countries, while very few studies exist from industrially developing countries such as Greece in which disabled people's voices are under-represented not only in political processes but in research as well. The aim of this study was to investigate disabled students' educational experience, their social interactions with peers and teachers, the choice of school and the support they received for responding to curricular demands and complexities. The results of the study confirmed that disabled students can provide invaluable information on matters involving their education, and showed how personal experiences of disability are influenced by the socio-cultural experiences lived in different social arenas, such as that of education. Points of interestA number of researchers have suggested that listening to disabled students' voices may foster the proliferation of proposals leading to more inclusive educational models. Based on the above suggestion, the aim of this study was to investigate disabled students' experiences of schooling, their social interactions with peers and teachers, the choice of school and the support they received for responding to curricular demands and complexities. Thirty-two Greek young people with disabilities (17 females and 15 males) participated in the study. The results of the study confirmed that disabled students can provide invaluable information on matters involving their education, and revealed that disabled people do not comprise a homogeneous social and educational group because they each have their unique experiences and viewpoints. At the same time, participants' narratives showed how the personal experience of disability is constructed on the basis of the social experience lived in different social arenas.

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Section: Discussionsupporting

confidence: 83%

Disabled students’ narratives about their schooling experiences

Vlachou

Papananou

2014

Disability & Society

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“…The vast majority of these articles generally addressed the experiences of college students with physical disabilities (n = 13;Bessant, 2012;Cortes, Hollis, Amick, & Katz, 2002;Nelson, et al, 1993;Papasotiriou & Windle, 2012;Poussu-Olli, 1999;Roessler & Kirk, 1998), with seven articles specifically discussing access issues (Gibson & Kendall, 2010;Gilson & Dymond, 2012;Israelite, Swartz, Huynh, & Tocco, 2005;Moswela & Mukhopadhyay, 2011;Opini, 2012;Parker, 1999;Wessel, Wentz, & Markle, 2011). Additionally, one article addressed self-determination (Parker, 1999), while three discussed the transition from college to career (Israelite, Swartz, Huynh, & Tocco, 2005;Roessler et al, 2009, Roessler & Kirk, 1998.…”

Section: Summary Of Key Findingsmentioning

confidence: 99%

College Students with Physical Disabilities: Common On Campus, Uncommon in the Literature

Gelbar

Madaus²,

Lombardi³

et al. 2015

PDERS

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College students with physical disabilities were among the first students to receive disability supports in higher education in the United States, and the earliest journal articles in disability services focused almost exclusively on this cohort. As more students with a range of disability types have accessed higher education over the past 25 years, the body of professional literature has developed correspondingly. However, research related to students with physical disabilities is relatively sparse. The present study is a secondary analysis of a comprehensive systematic review of 1,036 journal articles published between 1951 and 2012, 615 of which were data based. Specifically, 81 of the 615 studies included at least one participant with a physical disability (38.3% included a substantial number of individuals with physical disabilities) and were highlighted for analysis. The majority of studies used descriptive designs and only two studies were experimental. No studies investigated the effectiveness of specific programs or accommodations for students. Results indicated that more systematic, high quality research on the experiences of and services provided to college students with physical disabilities is necessary.

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“…… (2007, 287) This work suggests that practitioners and education communities should be encouraged to develop critical understandings of education in relation to its socio-cultural processes and that the field of special education and related research be considered significant in influencing the development of socio-cultural theory and its applications. Additional recommendations from this commissioned research are cited in the published paper of Gibson and Kendall (2010b) and also accessible at the Higher Education Academy -ESCalate. (2011).…”

Section: Resultsmentioning

confidence: 96%

Narrative accounts of university education: socio-cultural perspectives of students with disabilities

Gibson

2012

Disability & Society

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Research in higher education, linked to national and international policy, suggests the need for educationalists to show greater understanding and awareness of the lived experiences of undergraduate students with disabilities. These sources argue that this knowledge should then be used to inform their understandings as tutors and facilitate inclusive and effective teaching strategies. This research had a primary focus on first-year students with disabilities' learning experiences; their transitions from school or college to university and their feedback on positive and negative learning experiences at both levels. Rich, complex stories were uncovered taking the research beyond the lecture theatre and seminar room, into the students' union bar and back to the Year 10 classroom. It is the intention of this paper to relay some of the stories shared, in particular drawing out findings related to effective learning practices and to note the significance of placing a socio-cultural lens on the question of inclusion in education.

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Stories from school: dyslexia and learners' voices on factors impacting on achievement

Cited by 49 publications

References 30 publications

Disabled students’ narratives about their schooling experiences

Disabled students’ narratives about their schooling experiences

College Students with Physical Disabilities: Common On Campus, Uncommon in the Literature

Narrative accounts of university education: socio-cultural perspectives of students with disabilities

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