Using Ethnographic Approaches to Co-Construct Strategies for Success With Students With Dyslexia: A Project With Tertiary Students in Aotearoa, New Zealand
-
Barbara Fogarty-Perry [1] ; Margaret McKenzie [1]
-
[1] Otago Polytechnic
Otago Polytechnic
Nueva Zelanda
-
- Localización: Inclusive Theory and Practice in Special Education / Henriette Van Rensburg (ed. lit.), Shirley O'Neill (ed. lit.), 2020, ISBN 9781799829010, págs. 273-287
- Idioma: español
- Texto completo no disponible (Saber más ...)
-
Resumen
This chapter takes a dual focus/lens to applying and performing research methods in inclusive and special education in a tertiary/post-secondary setting with a group of students with dyslexia. It links the core ideas of United Nations Convention on the rights of persons with disabilities Article 24, Inclusive Education to describing the development and implementation of a co-constructed, collaborative project to identify success strategies for students with dyslexia, utilizing both student and teacher perspectives and experiences, and examines the fit of utilizing ethnographic approaches in this. As practitioner –researchers, authors provide a narrative case study of a project which was developed/co-constructed to respond to a set of identified needs for a group of students presenting with dyslexia. Authors then examine how the project practices link to research methodology, particularly ethnography, and produce both a set of strategies to work inclusively in the future with students with dyslexia and also construct a methodological approach within the lens of new ethnography. This serves to theories both the project work and guidelines for future use of ethnographic approaches for research in the field of inclusive and special education.
