Why is no one talking about Disability? An investigation into Grammar Schools and Disabling Barriers for Dyslexic Pupils.

为什么没有人谈论残疾？

• 批准号: 2621486
• 金额: --
• 依托单位: Durham University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2621486
• 关键词: Why; no; talking; about; Disability

The UK Grammar School System habitually produces winners and losers and lowsocioeconomic pupils are disproportionately concentrated within the 'losers'. Existingresearch highlights the structural inequalities and disadvantage experienced by lowsocioeconomic pupils in such selective education systems. Resultantly there is asignificant underrepresentation of Free School Meal eligible pupils in GrammarSchools. Such research debunks the historic guise of the Grammar School Systemenabling upward social mobility for academically oriented working-class pupils. Asimilarly stark underrepresentation of Special Educational Needs pupils exists inGrammar Schools, yet Grammar School research has predominantly remained firmlywithin the parameters of social-class and ignored disability.This original research proposes a collaborative mixed-methodology investigation withthe British Dyslexia Association into where dyslexic pupils fall in the Grammar Schoolwinner/loser dichotomy. Quantitative secondary statistical analysis of NationalGovernment datasets and two-sets of qualitative semi-structured interviews, withdyslexic pupils (aged 16) and 11+/Grammar School stakeholders, are proposed. Thisresearch has significant educational policy implications as it will: i) highlight potentialdisabling barriers experienced by dyslexic pupils, resulting in their Grammar Schoolunderrepresentation, ii) determine whether the 11+ is inherently discriminatory fordyslexic pupils, and iii) explore dyslexic pupils' lived experiences of Grammar Schoolsand Secondary Moderns, in comparison to non-selective Comprehensive Schools.Additionally, this research will consider the intersectionality of disability and social class, to explore the multi-faceted nature of barriers faced by low socioeconomicdyslexic pupils in selective education systems. Crucially, as a dyslexic individual, thisresearch will meaningfully contribute to the social model of disability

英国文法学校系统习惯性地产生赢家和输家，而社会经济地位较低的学生不成比例地集中在“输家”中。现有的研究强调了这种选择性教育系统中社会经济地位较低的学生所经历的结构性不平等和劣势。因此，符合免费校餐资格的学生在文法学校的比例明显不足。此类研究揭穿了文法学校系统的历史幌子，即为以学术为导向的工人阶级学生提供向上的社会流动性。同样，文法学校中存在特殊教育需要学生的比例明显不足，但文法学校的研究主要停留在社会阶层和被忽视的残疾的范围内。这项原创研究建议与英国阅读障碍协会合作进行混合方法调查，以了解阅读困难学生的情况语法学校的胜利者/失败者二分法。建议对国家政府数据集进行定量二次统计分析，并针对诵读困难学生（16 岁）和 11 岁以上/文法学校利益相关者进行两组定性半结构化访谈。这项研究具有重大的教育政策意义，因为它将：i) 强调诵读困难学生所经历的潜在残疾障碍，导致他们在语法学校的代表性不足，ii) 确定 11 岁以上是否对诵读困难学生具有本质上的歧视，以及 iii) 探索诵读困难学生的语法生活经历学校和现代中学，与非选择性综合学校相比。此外，本研究将考虑残疾和社会阶层的交叉性，以探索选择性教育系统中低社会经济诵读困难学生面临的障碍是多方面的。至关重要的是，作为一个患有阅读障碍的人，这项研究将对残疾的社会模式做出有意义的贡献