Parental Agency, Identity and Knowledge: Mothers of Children with Dyslexia

Autor/inn/en	Griffiths, Carol Buswell; Norwich, Brahm; Burden, Bob
Titel	Parental Agency, Identity and Knowledge: Mothers of Children with Dyslexia
Quelle	In: Oxford Review of Education, 30 (2004) 3, S.417-433 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Foreign Countries; Knowledge Level; Inclusive Schools; Mothers; Dyslexia; Partnerships in Education; Interpersonal Communication + Suchen Sie Ihr Suchwort? Ausland; Wissensbasis; Inclusive school; Integrative Schule; Mother; Mutter; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Hochschulpartnerschaft; Interpersonale Kommunikation
Abstract	In this paper we report and analyse findings from part of a two-year evaluation project which focuses on parent-professional communications over the issues of learning difficulties arising from dyslexia. The key concepts in this study are dyslexia friendly schools and parental partnership, which are discussed in the current policy interest in inclusive education and parent partnership. A conceptual framework has been derived from the study which focuses on parental strategies to ensure adequate provision for their children, knowledge about dyslexia and identity, in particular that of the mother of the child with dyslexia. Excerpts from in-depth interviews of parents are then presented to illustrate the framework. The significance of the findings is examined in relation to other studies of parent partnership. Implications for a more inclusive version of extended professionalism are also considered. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10