The experiences of Australian dyslexic children and their parents: An exploration of allyship and parent-school partnerships

PhD by Publication


Leslie, Rachel. 2024. The experiences of Australian dyslexic children and their parents: An exploration of allyship and parent-school partnerships. PhD by Publication Doctor of Philosophy . University of Southern Queensland. https://doi.org/10.26192/z577z
Title

The experiences of Australian dyslexic children and their parents: An exploration of allyship and parent-school partnerships

TypePhD by Publication
AuthorsLeslie, Rachel
Supervisor
1. FirstA/Pr Alice Brown
2. SecondDr Ellen Larsen
3. ThirdA/Pr Melissa Fanshawe
Institution of OriginUniversity of Southern Queensland
Qualification NameDoctor of Philosophy
Number of Pages347
Year2024
PublisherUniversity of Southern Queensland
Place of PublicationAustralia
Digital Object Identifier (DOI)https://doi.org/10.26192/z577z
Abstract

In Australia, policy around parent-school partnerships underscores the importance of productive and effective collaboration between parents and schools. The quality of the relationship between parents and their child’s school can influence children’s academic outcomes, attendance, social and behavioural development, and the value the children attribute to their education. However, current literature exploring the experiences of dyslexic children and their families in Australia suggests that harmonious parent-school partnerships may not necessarily be the experience of parents of dyslexic children across Australian school contexts. Intending to gain a deeper understanding and appreciation of the allyship experiences of parents of primary-aged dyslexic children as they interact with educators in the primary school context in Australia, this study reports on the experiences of 10 Australian dyslexic children and their parents. Employing a unique and innovative conceptual lens positioning allyship as proximal to the child’s disability identity, qualitative content analysis identified key themes about the experiences of the participants, parental allyship, and parentschool partnerships. The findings of this study show that interpersonal and systemic barriers influence the experiences of dyslexic children and their parents in the school context. Findings also identified that parental allyship is a complex action and relationship that occurs in response to social group power dynamics. Finally, while the aspirations of parent-school partnership policy are admirable, they can be challenging to realise for parents of dyslexic children. The hope lies in the development of pre-service teachers and continuing professional development, as well as harnessing parental allyship within the school context, to support educators to understand the needs of dyslexic children and their parents.

Keywordsdyslexia; allyship ; parent-school partnerships; learning disability ; inclusion
Related Output
Has partReflecting on rapport: strategies for online interviews about sensitive or distressing topics with vulnerable children
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020399999. Other education not elsewhere classified
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author/creator.

Byline AffiliationsSchool of Education
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Related outputs

‘I think most of the teachers go running when they see me’: The perceptions parents of dyslexic children on barriers to meaningful parent-school partnerships in Australia
Leslie, Rachel. 2023. "‘I think most of the teachers go running when they see me’: The perceptions parents of dyslexic children on barriers to meaningful parent-school partnerships in Australia." Australian Association for Research in Education (AARE) 2023 Annual Conference. Melbourne, Australia 27 Nov - 01 Dec 2023 Australia.
‘It’s alright. My mum will fix it.’: Using the experiences of dyslexic children and their parents to draw a distinction between advocacy and allyship
Leslie, Rachel. 2023. "‘It’s alright. My mum will fix it.’: Using the experiences of dyslexic children and their parents to draw a distinction between advocacy and allyship." Australian Association for Research in Education (AARE) 2023 Annual Conference. Melbourne, Australia 27 Nov - 01 Dec 2023 Australia.
Reflecting on rapport: Strategies for online interviews about sensitive or distressing topics when interviewing children with disabilities
Leslie, Rachel. 2023. "Reflecting on rapport: Strategies for online interviews about sensitive or distressing topics when interviewing children with disabilities." Australian Association for Research in Education (AARE) 2023 Annual Conference. Melbourne, Australia 27 Nov - 01 Dec 2023 Australia.
Reflecting on rapport: strategies for online interviews about sensitive or distressing topics with vulnerable children
Leslie, Rachel, Brown, Alice, Larsen, Ellen and Fanshawe, Melissa. 2023. "Reflecting on rapport: strategies for online interviews about sensitive or distressing topics with vulnerable children." International Journal of Research and Method in Education. https://doi.org/10.1080/1743727X.2023.2294781
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An emerging lens for understanding parental allyship: Why we need to challenge our understanding of experience with a conceptual lens on disability identity
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