There are several social actors involved in the process of constructing the social meaning of
dyslexia—namely, parents, teachers, educational authorities and organisations representing …

In this paper it is argued that although labelling can lead to stigmatisation, this is not always
the case. Evidence is presented to demonstrate that stigmatisation can take place in the …

Interest in dyslexia as a topic of discussion in education, and in the media, runs through
peaks and troughs. Dyslexic students in higher education must navigate their way through …

Accessible summary• In recent years, some academics have dismissed the legitimacy of
dyslexia.• This approach implies that diagnoses cannot distinguish between general reading …

The aim of this book is to establish a sociological understanding of dyslexia within
adulthood. The research explores the effects dyslexia has on the lives of individuals within …

Although dyslexia was officially recognised as a disability in the 1995 Disability
Discrimination Act, more widespread awareness of hidden disabilities has often been and …

It is argued that a number of myths are held by a range of educationalists about why parents
seek to have their children labelled dyslexic. The present study shows many of these myths …

The aim of this study is to develop perceptual knowledge of dyslexia from adults diagnosed
with this condition. Historically, the dominant conceptual frameworks used to study dyslexia …

The Swedish Dyslexia Foundation was founded in 1989 by a group of influential Swedish
researchers working on dyslexia. The Foundation worked in close collaboration with the …

In Ulrich Beck's (1992, 2001) analysis of the cultural construction of risk, he asserts that the
discourse of 'rights' and 'risk'emerged from the 1970s because of the transition from …