Seeing, Being Seen and Being Able to See Dyslexia in English Schools: Parent and Teacher Perspectives

Abstract

In this study, we present an analysis of interviews with parents and teachers in order to understand the lived experience of families and teachers trying to support children with written language difficulties. Within these accounts, the value of a dyslexia diagnosis is examined in practice. Nineteen parents and 20 educators were interviewed, including four parents who completed additional interviews 4 years after their original accounts. Our analysis indicated that dyslexia is rendered largely invisible in our sample of English schools, with staff frequently reluctant to fully acknowledge it. The analysis suggests mechanisms that appear to underpin successful support or harm to students. An important feature was the role and recognition of diagnosis in increasing the visibility of children's needs. Without recognition and understanding, support was inconsistent and ineffectual.