Why is no one talking about Disability? An investigation into Grammar Schools and Disabling Barriers for Dyslexic Pupils.

英国文法学校系统习惯性地产生赢家和输家，低社会经济地位的学生不成比例地集中在“输家”中。大量的研究突出表明，在这种选择性的教育系统中，社会经济地位低的学生经历了结构性的不平等和不利处境。因此，文法学校中符合免费校餐条件的学生人数严重不足。这样的研究揭穿了文法学校制度的历史伪装，这种制度为以学术为导向的工人阶级学生提供了向上的社会流动。同样，文法学校中存在着严重的特殊教育需求学生代表性不足的现象，但文法学校的研究主要停留在社会阶层和忽视残疾的参数范围内。这项原创研究提出了一项与英国阅读障碍协会合作的混合方法调查，以了解阅读障碍学生在文法学校赢家/输家二分法中的位置。国家政府数据集的定量二次统计分析和两套定性的半结构化访谈，与诵读困难的学生（16岁）和11+/文法学校的利益相关者，提出。这项研究具有重要的教育政策意义，因为它将：i）强调阅读障碍学生经历的潜在障碍，导致他们的文法学校代表性不足，ii）确定11+是否对阅读障碍学生具有固有的歧视性，以及iii）探索阅读障碍学生在文法学校和中等现代学校的生活经历，与非选择性综合学校相比。这项研究将考虑残疾和社会阶层的交叉性，以探讨社会经济地位低的读写困难学生在选择性教育系统中面临的障碍的多方面性质。至关重要的是，作为一个有睡眠障碍的人，这项研究将对残疾的社会模式做出有意义的贡献。

The UK Grammar School System habitually produces winners and losers and lowsocioeconomic pupils are disproportionately concentrated within the 'losers'. Existingresearch highlights the structural inequalities and disadvantage experienced by lowsocioeconomic pupils in such selective education systems. Resultantly there is asignificant underrepresentation of Free School Meal eligible pupils in GrammarSchools. Such research debunks the historic guise of the Grammar School Systemenabling upward social mobility for academically oriented working-class pupils. Asimilarly stark underrepresentation of Special Educational Needs pupils exists inGrammar Schools, yet Grammar School research has predominantly remained firmlywithin the parameters of social-class and ignored disability.This original research proposes a collaborative mixed-methodology investigation withthe British Dyslexia Association into where dyslexic pupils fall in the Grammar Schoolwinner/loser dichotomy. Quantitative secondary statistical analysis of NationalGovernment datasets and two-sets of qualitative semi-structured interviews, withdyslexic pupils (aged 16) and 11+/Grammar School stakeholders, are proposed. Thisresearch has significant educational policy implications as it will: i) highlight potentialdisabling barriers experienced by dyslexic pupils, resulting in their Grammar Schoolunderrepresentation, ii) determine whether the 11+ is inherently discriminatory fordyslexic pupils, and iii) explore dyslexic pupils' lived experiences of Grammar Schoolsand Secondary Moderns, in comparison to non-selective Comprehensive Schools.Additionally, this research will consider the intersectionality of disability and social class, to explore the multi-faceted nature of barriers faced by low socioeconomicdyslexic pupils in selective education systems. Crucially, as a dyslexic individual, thisresearch will meaningfully contribute to the social model of disability