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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

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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.

Item Type: Article
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This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Uncontrolled Discrete Keywords: Neurodiversity, Specific Learning Difficulties, Dyspraxia, Dyslexia, Dyscalculia, SpLD, Specific Learning Differences
Divisions: College of Arts, Humanities and Education > School of Education
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Copyright Info: © 2022 The Authors. British Journal of Special Education published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs.
Depositing User: Alexandra Sewell
Date Deposited: 21 Jun 2022 17:33
Last Modified: 26 Aug 2022 14:49
URI: https://eprints.worc.ac.uk/id/eprint/12261

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