An Examination of Professional Practice
Training Delivered During CPD Week at Tower Hamlets College, London
July 2011
Trainer: Onyenachi Ada Ajoku-Christopher
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As professionals in the area of learning support, to
what extent does our knowledge of the social and
medical models of disability/dyslexia directly or
indirectly, consciously or unconsciously influence
the way we deliver support to our dyslexic
learners?
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Dyslexia: a label
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Dyslexia : a condition
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Dyslexia: an experience
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Dyslexia: a disability
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Dyslexia: a difference
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Dyslexia: a problem
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People suffering from dyslexia
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People who have dyslexia
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People who experience dyslexia
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People who are dyslexic
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Dyslexic person
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‘Is there a cure?’
‘I don’t want to be dyslexic’
‘So, I am stupid then’
‘My friends will make fun of me’
‘I don’t want to continue with the assessment
because I don’t want to be dyslexic’
‘I am not normal’
‘I know something is wrong with my brain’
‘Something is wrong with me’
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http://www.youtube.com/watch?v=BaPWfueD
LeY&feature=player_detailpage
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What strategies do you as professionals suggest we
employ to change negative perceptions of dyslexia
among our students?
To what extent should emotional
support/supportive counselling and empowerment
(outside the parameters of coursework) be part of
the service we offer our dyslexic learners?
Influences
Culture bound ideas
Individual perceptions
Societal perceptions
School culture
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Every disability/difference is unique hence the
reason for diverse definitions which reflect the
understanding of each type of disability, which
invariably impact on learning support provision.
Disability definitions and societal perceptions of
disability could create a great impact on the way
learning support provision is addressed in
educational settings.
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Perceptions of disability and the definitions
assigned them have strong implications for funding
for learning support.
It could be argued that disability policy is a
reflection of how policy makers and individuals in
society understand disability.
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Disability rights activists play a great role in the
cyclical modification of conceptions and definitions
of disability. This has great significance in the way
learning support provision is addressed.
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Dyslexia is evident when accurate and fluent
reading and/or spelling develops very incompletely
or with great difficulty. This focuses on literacy
learning at the word level and implies that the
problem is severe and persistent despite
appropriate learning opportunities. (British
Psychological Society, 1999)
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“Dyslexia is a specific learning difficulty which mainly
affects the development of literacy and language related
skills. It is likely to be present at birth and to be lifelong
in its effects. It is characterised by difficulties with
phonological processing, rapid naming, working
memory, processing speed, and the automatic
development of skills that may not match up to an
individual’s other cognitive abilities. It tends to be
resistant to conventional teaching methods, but its
effects can be mitigated by appropriately specific
intervention, including the application of information
technology and supportive counselling.”
(British Dyslexia Association)
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“We would argue that dyslexia is an experience that
arises out of natural human diversity on the one
hand and a world on the other where the early
learning of literacy, and good personal
organisation and working memory is mistakenly
used as a marker of ‘intelligence’. The problem
here is seeing difference incorrectly as ‘deficit’.”
(Cooper, 2006)
The social model advocates difference and neurodiversity.
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http://www.youtube.com/watch?v=09XvIBLK
8OQ
Do you have a longer straw?
Source: http://www.cartoonstock.com/directory/l/long_neck.asp
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Dyslexia is a neurological problem of genetic origin
which makes the acquisition of language skills
extremely difficult. The term is Greek in origin and
literally means "difficulty with language". The
condition is sometimes referred to as word
blindness, word deafness, specific language based
disability, developmental dyslexia and mirror
reading. (The GOW School for Dyslexia and
Learning Disabilities)
The medical model holds that the problem is
located within the individual.
Source: http://www.ddsg.org.uk/taxi/images/medical-model.gif
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Both the medical and social models of disability and
dyslexia have made profound contributions to disability
debates. Many past and present support practices, have
been and still are built on the understanding of these
models.
What is your personal/professional take on each of the
models?
Which would you advocate for?
To what extent could it be argued that our view of
dyslexia i.e. disability or difference, has implications
for the way support is offered to our learners?
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British Dyslexia Association (n.d). Available at: http://www.bdadyslexia.org.uk/aboutdyslexia/further-information/dyslexia-research-information-.html [Accessed July 2011]
British Psychological Society (1999). British Psychological Society (1999: reprinted 2005)
Dyslexia, Literacy and Psychological Assessment: Report by the Working Party of the
Division of Educational and Child Psychology of the British psychological Society, BPS,
Leicester
Cooper, R. (2010). The Social Model of Dyslexia [Online video] 2010. Available at:
http://www.youtube.com/watch?v=09XvIBLK8OQ [Accessed July 2011].
Cooper, R. (2010). On Being Dyslexic [Online video] 2010. Available at:
http://www.youtube.com/watch?v=BaPWfueDLeY&feature=player_detailpage [Accessed
July 2011].
Cooper, R. (2006). A Social Model of Dyslexia. London South Bank University.
The GOW School for Dyslexia and Learning Disabilities (2009). FAQ’s About Dyslexia.
Available at: http://www.gow.org/page.cfm?p=343 [Accessed July 2011].