Author: James Bond
Bond, James, 2021 A comparative study of education policy in Scotland (United Kingdom) and New South Wales (Australia): the impact of two contrasting legislative and policy approaches on secondary students with dyslexia, Flinders University, College of Education, Psychology and Social Work
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Dyslexia is a language-based disability that affects up to 10% of the population. Whilst it is recognised as a disability under legislation in both Australia and Scotland, the legislative and subsequent educational policy implementation to support students with dyslexia in both countries is very different. These differences are also reflected in societal attitudes towards individuals with dyslexia, their diagnoses, and the support and accommodations that they are entitled to.
This thesis examined these differences from both the perspectives of a long-term advocate and campaigner for change and examined through interpretative phenomenological analysis of the author’s lived experience. The population and legislative structures of Scotland and New South Wales were compared and chosen due to the comparability of similar population size and demographic makeup. This comparative study found a marked difference in societal attitudes about dyslexia, and about being dyslexic. The identified localist approach to policy implementation in Scotland underpinned a range of beneficial outcomes for students. These include early identification of dyslexia and learning difficulties by the school, with staff trained to meet the needs of the student with dyslexia and given context in national legislation and policy regarding dyslexia and inclusion. Collaboration between a dyslexia non-governmental organisation (NGO) and National government also form a positive partnership.
Policy enactment and the quality and ease of access to accommodations between the two jurisdictions was found to be vastly different. Scotland, having a localist approach to policy implementation in the education sector, showed vastly superior outcomes for the student educational experience. In contrast, the centralist ‘silo effect’ approach in NSW fed through into a range of problems at school and classroom level including, a perceived power imbalance between students with disability including dyslexia, and parent-carers and education providers.
Keywords: dyslexia, discrimination, policy, legislation, disability, education, law
Subject: Education thesis
Thesis type: Doctor of Philosophy
Completed: 2021
School: College of Education, Psychology and Social Work
Supervisor: Dr David Armstrong