What framework is needed to support children with learning difficulties?: The three-pillar model as an analytical framework for the comparison of dyslexia support systems

Abstract

This article of the journal Group. Interaction. Organization. describes an analytical framework based on organizational sociology for the investigation and comparison of support systems for dyslexic learners in different countries. The described approach allows to deal with a question at the intersection of organization, team, and individual that is relevant to science, education policy, and school practice. Diverse learners require additional support beyond regular literacy instruction. The individualized support can be considered as a specific case of inclusive education since it doesn’t belong to the classical area of special needs. The support is organized both within and outside of school in different countries. Thus, cross-national differences emerge in the triad of organization, professional norms, and state regulation.