It Takes Me Half A Bottle Of Whisky To Get Through One Of Your Assignments’: Exploring One Teacher Educator’s Personal Experiences Of Dyslexia

It Takes Me Half a Bottle of Whisky to Get through One of Your Assignments : Exploring One Teacher Educator s Personal Experiences of Dyslexia

Throughout this article the author identifies the positive impacts that surround the social model of disability and how this challenges the barriers in which prevent individuals from reaching their full potential. With the article being written and published in 2015, it offers a relatively recent viewpoint from one of the teacher educator s perspective whilst also critically examining more dated articles and viewpoints. This article in particular goes on to show how different experiences can lead to the shaping of their professional identities (Glazzard, J and Dale, K, 2015).

Research has shown that the identification and subsequent ownership of the dyslexia label are often viewed positively by those with dyslexia (Glazzard and Dale, 2015, Glazzard, 2010, Riddik, 1995), however this article does not reference the negative impacts of having a label and merely offers a somewhat rose tinted view on the impacts of the social model of disability. Yes, the label leads to the pupils realising that they are not stupid or thick (Glazzard and Dale, 2015, Riddick, 1995), whereas it could be argued that by having this label pupils can also be seen as stupid or thick by society and this negative view is being addressed through the social model of disability. The negative impacts and views by society are what can create a threat to standards which can deter may trainee teachers from disclosing their disability (Glazzard and Dale, 2015, Fuller et al, 2009). A main argument created by the author therefore is, how the social model of disability can create a shift from people feeling embarrassed or scared to disclose their disabilities, but rather accept them and learn various ways in which their disability can be managed so that they can help others.

The author reaches a few key conclusions which offer room for thought. A look into the performative culture (Glazzard and Dale, 2015, Ball, 2003) highlights an idea that the standards set by educational institutions and the back to basics approach (Glazzard and Dale, 2015, DFE, 2013) create a marginalization of dyslexic students who are already stumbling in trying to reach the marks required to progress in life. It is evident that unless there is a change in societies thinking and views on dyslexic students then little progress can be made in how students can overcome difficulties due to their disabilities. Teachers with dyslexia however can often contribute a lot more to classes and have an out of the box way of thinking which can help individuals with dyslexia thrive and help those without impairments to think in a different way. This also raises the point that Schools which do not use inclusive practices for both the staff and the students are not inclusive schools (Glazzard and Dale, 2015). So with societies views and impossible standards being set it leaves the question how can the social model eradicate potential barriers to academic achievement? .

In hindsight how can society accept and cater for disabilities when there is no statutory obligation for providers to offer training in special educational needs practices? (Glazzard and Dale, 2015). Schools colleges and higher education institutions have to be able to demonstrate that adjustments have been made to enable students with disabilities to achieve their full educational potential however this equality act fails to distinguish different disabilities and does not go on to mention how Schools or colleges can go about abiding by this act. In many state run schools children are often left to their own devices when studying and this can lead to many children shrinking into the background and their difficulties not being picked up. To be classed as disabled the student needs to be able to take various tests and these take time and money, money which more often than not is unavailable for various reasons. So from this argument how can schools claim to be abiding by the Equality Act and how can this article illustrate positive impacts of the social model of disability as this only argues for the children which have been classed as disabled and not been left to feel as if they are stupid .

Within the article it states that people with impairments are disabled/excluded by a society that is not organised in ways that take account of their needs (Glazzard and Dale, 2015, Tregaskis, 2002, p.458), this leaves the view that disability is created by physical and social barriers in society which leads to limitation or loss of opportunity (Glazzard and Dale, 2015, Barnes, 1991). It can be argued, however that this creates a blame culture and gives children with disabilities a chance to use their title of disability as a reason to not do what they have the ability to do. It opens up a slippery slope if a child decides they can t do something (which is often the case with children suffering with a disability like dyslexia) and allows the children to blame, instead of try to overcome the issues they are faced with.