Abstract
In England, under the Children and Families Act 2014, and the Special Educational Needs and Disability (SEND) Code of Practice: 0–25 years, the needs of most young people with SEND are expected to be met within the mainstream classroom. A large proportion of young people with SEND have dyslexia or another specific learning difficulty. In this study, the experiences of young people with dyslexia at a mainstream secondary school in south-west England were studied during the first stages of the implementation of this framework via data from observations, focus groups and interviews involving nine young people aged 11–14. Through a Bourdieu-informed ethnography underpinned by Jenkins’ ‘Orders of Interaction,’ it was found that young people’s conceptualisation of their own dyslexia underpinned their interactions with others but was also influenced by those interactions. Young people’s interactions and ‘agentic capacity’ was limited by their status as ‘children’ within the field of education.
Highlights
IntroductionOf which dyslexia is one, are a common occurrence in mainstream classrooms in English schools
Specific learning difficulties, of which dyslexia is one, are a common occurrence in mainstream classrooms in English schools
In light of the Children and Families Act 2014 and related Code of Practice (DfE and DfH 2015), this study explores the experiences of young people with dyslexia, focussing on their views of their own dyslexia, how it affects their interactions with peers, teachers/educators and their families, and how they can engage with decision-making relating to their own provision
Summary
Of which dyslexia is one, are a common occurrence in mainstream classrooms in English schools. In January 2020, 14.6% of students with documented ‘Special Educational Needs and Disability (SEND)-Support’ needs had specific learning difficulties (UK Government 2020). In light of the Children and Families Act 2014 and related Code of Practice (DfE and DfH 2015), this study explores the experiences of young people with dyslexia, focussing on their views of their own dyslexia, how it affects their interactions with peers, teachers/educators and their families, and how they can engage with decision-making relating to their own provision. The study draws on empirical data constructed through observation, focus groups and 1:1 interviews over a five month period. Data was analysed using Jenkins’ (2008) ‘levels of interaction,’ underpinned by Bourdieu’s principles of habitus, field and practice
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