“I want to look at Dyslexia and access to teacher training. I was looking at a note I made on the way home for an ITT interview. All the questions were about my dyslexia. I want to look at if that’s a common experience.”
“you said “my dyslexia”.” She said. “And no. That won’t work.”
Of course I said my dyslexia. They didn’t ask me about anyone else’s. I took a breath. I didn’t say that. I just smiled and tried not to cry.
“You need to go back and do more reading.”
In the past 2 months I’ve read chapters of:
Disaffection and diversity: overcoming barriers for adult learners
Action research for inclusive education: changing places, changing practice, changing minds
Using mixed methods: frameworks for integrated methodology
The Routledge companion to dyslexia
Deconstructing Special Education and Constructing Inclusion
Educational Research and Evidence-based Practice
Can’t spell, can’t teacher? An exploration of stakeholder attitudes towards students with dyslexia training to be primary classroom teachers
Research Methods in Education
Researching Education
Living with dyslexia: the social and emotional consequences of specific learning difficulties/ disabilities
Discrimination at work: comparing European, French and American Law
Equality, Participation and Inclusive Learning
Experiencing Special Education: What Young People with Special Educational Needs Can Tell Us
Education inequalities: difference and diversity in schools and higher education
Doing Your Research Project: A Guide for First-time Researchers in Education and Social Science
Ethics and Research in Inclusive Education: Values into Practice
Trainee teachers with Dyslexia: results of a qualitative study of teachers
Curriculum and Pedagogy in Inclusive Education: Values into practice
Doing Research/Reading Research: A Mode of Interrogation For Education
UEL Special Needs and Inclusive Education Reader
Policy and Power in Inclusive Education: Values into practice
MAKING SPECIAL EDUCATION INCLUSIVE
Special educational provision in the context of inclusion: policy and practice
Promoting inclusive practice
The Practice of Special Education
Teacher training: problem
Supporting dyslexic adults in higher education and the workplace
The Nature of Special Education
Inclusive education: learners and learning contexts
Understanding special educational needs: a guide for student teachers
Special Educational Needs, Inclusion and Diversity: A Textbook
Developing inclusive teacher education
What have I not read around my subject?
I didn’t say that, either. I just nodded and tried not to cry.
“This is SEN and inclusion. If you wanted to know about SpLD you should have done the SpLD masters with Kathleen Kelly.”
That’s not what I was saying. That’s not what I was saying. “Well, no. I’m interested in inclusion and exclusion from educational settings…”
“Go back to the reading.”
So tonight I’m going back to the reading. And snot crying all over myself.
Why is my experience of exclusion less applicable that the Turkish students studying gender and literacy in Turkey? Or the privet school teacher studying selective schooling? Or the Bahraini student looking at attitudes to SEN in Bahrain? Or the Asian girl from Oldham looking Asian families with children with SEN in Oldham?
Or the NQT looking at NQT experience of SEN on placement?
“Go back to the reading.”
readingroomcafeproject 