Towards a social reality of dyslexia
Towards a social reality of dyslexia
复制标题
面对阅读障碍的社会现实
DOI：
10.1111/j.1468-3156.2009.00601.x
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发表时间：
2010
影响因子：
1.5
通讯作者：
S. Macdonald
中科院分区：
文献类型：
--
作者：
S. Macdonald
可访问的摘要
· 近年来，一些学者对诵读困难的合法性不屑一顾。
· 这种方法意味着，诊断不能区分一般阅读困难和阅读困难，两组的教育支持是相同的。
· 这篇文章通过反思阅读障碍患者的生活经历，直面这种“反标签方法”。
· 通过这样做，它面对与诵读困难相关的某些刻板印象，从而对学习困难的标签做出有意义的回应。
摘要
尽管最近在将阅读障碍理解为一种神经疾病方面取得了进展，但英国和美国的一些学者对这种损害的有效性不屑一顾。这种方法背后的关键思想是双重的。首先，被贴上阅读障碍标签的人不能与一般阅读困难的人分开。其次，阅读障碍的教育“治疗”与对被标记为有一般阅读困难的儿童的教育支持是一致的。这篇文章不是从心理认知的角度展开，而是努力反思个体的主体性。这是为了分析阅读障碍的社会方面及其症状。通过讨论被诊断为阅读障碍的人的生活故事，文章面对与这种综合征相关的某些刻板印象。在这样做的过程中，这项研究的结论是对学习困难的标签做出了有意义的回应。
Accessible summary
• In recent years, some academics have dismissed the legitimacy of dyslexia.
• This approach implies that diagnoses cannot distinguish between general reading difficulties and dyslexia and educational support is the same for both groups.
• The article confronts this ‘anti-labelling approach’ by reflecting on life experiences of people with dyslexia.
• By doing this it confronts certain stereotypes associated with dyslexia to develop a meaningful response to the label of learning difficulties.
Summary
Despite recent advances in understanding dyslexia as a neurological condition, a number of academics in both the United Kingdom and United States have dismissed the validity of this impairment. The key thinking behind this approach is twofold. Firstly, individuals labelled as having dyslexia cannot be separated from individuals with general reading difficulties. Secondly, educational ‘treatment’ of dyslexia is consistent with educational support for children labelled as having general reading difficulties. Rather than expand on a psycho-cognitive approach, this article endeavours to reflect on individual subjectivities. This is to analyse the social aspects of dyslexia and its symptoms. By discussing the life stories of people diagnosed with dyslexia, the article confronts certain stereotypes associated with this syndrome. In doing so, the study concludes by developing a meaningful response to the label of learning difficulties.