Understanding and supporting learners with specific learning difficulties from a neurodiversity perspective: A narrative synthesis

Sewell, Alexandra (2022) Understanding and supporting learners with specific learning difficulties from a neurodiversity perspective: A narrative synthesis. The British Journal of Special Education. ISSN 1467-8578

	Text AS SpLD narrative synthesis.rtf - Accepted Version Restricted to Repository staff only Download (313kB) | Request a copy
	Text AS SpLD narrative synthesis.pdf - Accepted Version Restricted to Repository staff only Download (275kB) | Request a copy
Preview	Text (Open Access article) British J Special Edu - 2022 - Sewell - Understanding and supporting learners with specific learning difficulties from a.pdf - Published Version Available under License Creative Commons Attribution. Download (180kB) | Preview

Abstract

Academic and practice-based research constructs specific learning difficulties as a collection of lifelong, within-person conditions that negatively affect learning and daily functioning. Investigation has historically adopted a medical model, specifically a neurodeficit perspective. Conversely, neurodiversity has emerged as a concept that seeks to understand these conditions as part of a person's identity, challenging cures and remediation, and promoting the importance of understanding those with diagnoses as possessing personal differences and strengths. This paper presents a narrative synthesis that collated and analysed current research and scholarship that sought to understand specific learning difficulties from a neurodiversity perspective, thus offering an original contribution to the existing literature. The review focused on three specific learning difficulties: dyslexia, dyspraxia and dyscalculia. Thematic analysis of papers included in the review led to the construction of three major themes, concluding that further neurodiverse research and scholarship is required.

Actions (login required)

View Item