Reimagining Dyslexia through Inclusive Pedagogies and the Importance of Centralised Support

Abstract

This article examines dyslexia intervention, highlighting tension between traditional medical discourses and pedagogical perspectives. The first of these tensions is regarding views of the learner being variously negative and needs-based versus positive and strengths-based. The second tension is between an atypical, outlier, normative assessment perspective versus a competency-based, strengths-based approach. Thirdly, issues of access and provision are considered, with tensions between private or school/ cluster-based approaches, psychological versus pedagogical perspectives, and sole specialist versus collaborative approaches. Policy-makers and school managers need to consider competing agendas which shape the delivery of support services. Key arguments have been summarised in favour of education services which centralise responsive dyslexia practice within an inclusive pedagogical approach.