Dyslexia: a wider view. The contribution of an ecological paradigm to current issues

Abstract

This paper explores several debated issues of 'dyslexia', while suggesting that they are largely constructed within the historically dominant scientific paradigm. By shifting to an ecological perspective, individual assessment becomes the key factor in progressing towards solutions which focus not solely on the child, but on whole-school approaches, teaching to individual differences, and social and cultural factors. This shift also enables the removal of 'dyslexia' as a purely educational problem by incorporating currently under-applied predictive research from within the scientific paradigm. By widening our perspective in this way, children may be liberated from constructed 'failure' and schools become free to value individuality and creativity, while meeting the needs of all learners.

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