Chapter 13 Reading Rights
Dyslexia Policy Enactment and Challenges for Inclusion
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Abstract
This chapter explores the systemic construction of education rights for students with dyslexia, in Victorian Government Schools within Australia. Nationally, the rights of all students to access literacy are increasing yet interpretative approaches from state governments vary widely. Victorian Government policy requires dyslexia screening for students in the first year of school although learning support pathways may present access and equity issues. The rights of students with dyslexia may be further challenged as schools negotiate national testing frameworks. While approximately 10% of students have dyslexia, policy positions these students as having ‘additional needs’ — with reduced emphasis for the learning needs to be met inclusively within regular classrooms. This Ph.D. study is exploring systemic approaches to inclusive policy for dyslexia in three government primary and secondary exemplar schools — researching dyslexia through document analysis. Findings suggest that government policy uses discourses of ‘otherness’ which may devalue learners and understate the role of the school in providing quality accessible teaching. Findings explore the tensions between education rights and dyslexia practice. This research is important to identify how schools are meeting their obligations under the Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education (2005).