Contesting the recognition of specific learning disabilities in educational policy: intra- and inter-national insights

Hardy, Ian and Woodcock, Stuart (2014) Contesting the recognition of specific learning disabilities in educational policy: intra- and inter-national insights. International Journal of Educational Research, 66 113-124. doi:10.1016/j.ijer.2014.03.003


Author Hardy, Ian
Woodcock, Stuart
Title Contesting the recognition of specific learning disabilities in educational policy: intra- and inter-national insights
Journal name International Journal of Educational Research   Check publisher's open access policy
ISSN 0883-0355
1873-538X
Publication date 2014-01-01
Year available 2014
Sub-type Article (original research)
DOI 10.1016/j.ijer.2014.03.003
Volume 66
Start page 113
End page 124
Total pages 12
Place of publication Kidlington, Oxford, United Kingdom
Publisher Pergamon
Language eng
Abstract This paper analyses national and international inclusive educational policies to draw attention to the multiple ways in which different jurisdictions recognize, or inadequately recognize, students who possess specific learning disabilities (SLD). In making this argument, the paper analyses key international, national and state/provincial policies from the United States, Canada (Ontario), England, and Australia (Northern Territory, New South Wales). The research reveals the extent to which different jurisdictions elide the category 'students with learning disabilities' (in its various guises) with 'students with general learning difficulties' (GLD) (or its various iterations). The paper argues such an elision is detrimental to students who have specific learning disabilities, and recommends avoiding the conflation of their needs within the much broader paradigm of 'learning difficulties'. Reformed policies are a vital part of the broader contextual conditions necessary for changed practices. In delineating the nature of key policies within and across state/provincial, national and international settings, the paper also provides insights and examples of more productive practices as a path for change.
Keyword Educational policy
General learning difficulties
Policy learning
Specific learning disabilities
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
 
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