Participation of Children with Dyslexia in Compulsory Education: Current Public Policy Issues

Autor/in	Konur, Ozcan
Titel	Participation of Children with Dyslexia in Compulsory Education: Current Public Policy Issues
Quelle	In: Dyslexia, 12 (2006) 1, S.51-67 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9242
DOI	10.1002/dys.299
Schlagwörter	Negligence; Learning Problems; Compulsory Education; Dyslexia; Court Litigation; Public Policy; Special Needs Students; Accessibility (for Disabled); Case Studies; Student Placement; Educational Policy; Policy Analysis; Educational Assessment; Educational Indicators; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Lernproblem; Schulpflicht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Rechtsstreit; Öffentliche Ordnung; Sonderpädagogischer Förderbedarf; Accessibility; Zugänglichkeit; Case study; Fallstudie; Case Study; Schülerpraktikum; Politics of education; Bildungspolitik; Politikfeldanalyse; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Ausland; Großbritannien
Abstract	The assessment and placement of children with dyslexia at appropriate schools has been regulated in the UK by a series of laws since 1944. Recent public policy developments such as the introduction of new duties and rights, and the development of law regarding educational negligence have sharpened the public policy debate on the effectiveness of these policies. This paper explores policy-related issues from an interdisciplinary perspective by outlining and discussing a sample of appellate legal cases regarding children with dyslexia. The provisions of these laws have shaped the actions of key stakeholders such as parents and councils. Similarly, the law on educational negligence has had a similar impact. Procedural rules of courts and tribunals have been equally important in restricting access to the courts by parents. Learning difficulty tests have further restricted their access. It is essential that provisions of the relevant Acts should be designed to enable these children to develop their academic and social skills in the same way as their non-dyslexic peers and to make the transition into employment and/or higher education successfully. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10