View in EDS HTML Full Text PDF Full Text

Parental Allyship for Children With Dyslexia: A Conceptual Lens on Disability Experience.

Saved in:
Bibliographic Details
Title: Parental Allyship for Children With Dyslexia: A Conceptual Lens on Disability Experience.
Authors: Leslie, Rachel, Brown, Alice, Larsen, Ellen
Source: Learning Disability Quarterly. Feb2025, Vol. 48 Issue 1, p3-12. 10p.
Subjects: School environment, Children with disabilities, Social justice, Group identity, Diversity & inclusion policies, Conceptual models, Parent-child relationships, Parenting, Problem solving, Home environment, Attitudes toward disabilities, Attitude (Psychology), Motivation (Psychology), Psychology, Social integration, Conceptual structures, Psychology of parents, Social support
Abstract: Current understandings of disability experience are centered around individuals who hold the disability identity and membership in the marginalized group. This perspective does not include the experiences of disability allies, such as parents, who act alongside their children to support their access and engagement in the education setting. This partial perspective is of concern because it does not reflect the depth and complexity of disability experience for those in allyship roles. This paper builds on current understandings of disability experience by introducing an emerging conceptual lens that defines and describes the nature of disability experience for those acting in allyship roles. Attention is focused on children with dyslexia and their parents to illustrate this conceptual lens. Extending on ecological models of interactions and understandings of subjective experience, the authors highlight how the proximity of the parental experience to the child's dyslexic identity shapes parental allyship and present a lens of disability experience that includes primary, vicarious, and primary adjacent experience. The proposed conceptual lens offers researchers and educators an opportunity to view disability experience and allyship from an alternative perspective, and in doing so, consider a broader understanding of disability experience and allyship that would potentially provide insights into parent–school partnerships. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 181945504
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Parental Allyship for Children With Dyslexia: A Conceptual Lens on Disability Experience.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Leslie%2C+Rachel%22">Leslie, Rachel</searchLink><br /><searchLink fieldCode="AR" term="%22Brown%2C+Alice%22">Brown, Alice</searchLink><br /><searchLink fieldCode="AR" term="%22Larsen%2C+Ellen%22">Larsen, Ellen</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Learning+Disability+Quarterly%22">Learning Disability Quarterly</searchLink>. Feb2025, Vol. 48 Issue 1, p3-12. 10p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Group+identity%22">Group identity</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+%26+inclusion+policies%22">Diversity & inclusion policies</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+models%22">Conceptual models</searchLink><br /><searchLink fieldCode="DE" term="%22Parent-child+relationships%22">Parent-child relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Home+environment%22">Home environment</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+disabilities%22">Attitudes toward disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+%28Psychology%29%22">Attitude (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Social+integration%22">Social integration</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+parents%22">Psychology of parents</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Current understandings of disability experience are centered around individuals who hold the disability identity and membership in the marginalized group. This perspective does not include the experiences of disability allies, such as parents, who act alongside their children to support their access and engagement in the education setting. This partial perspective is of concern because it does not reflect the depth and complexity of disability experience for those in allyship roles. This paper builds on current understandings of disability experience by introducing an emerging conceptual lens that defines and describes the nature of disability experience for those acting in allyship roles. Attention is focused on children with dyslexia and their parents to illustrate this conceptual lens. Extending on ecological models of interactions and understandings of subjective experience, the authors highlight how the proximity of the parental experience to the child's dyslexic identity shapes parental allyship and present a lens of disability experience that includes primary, vicarious, and primary adjacent experience. The proposed conceptual lens offers researchers and educators an opportunity to view disability experience and allyship from an alternative perspective, and in doing so, consider a broader understanding of disability experience and allyship that would potentially provide insights into parent–school partnerships. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=181945504
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/07319487241251730
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 3
    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Children with disabilities
        Type: general
      – SubjectFull: Social justice
        Type: general
      – SubjectFull: Group identity
        Type: general
      – SubjectFull: Diversity & inclusion policies
        Type: general
      – SubjectFull: Conceptual models
        Type: general
      – SubjectFull: Parent-child relationships
        Type: general
      – SubjectFull: Parenting
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Home environment
        Type: general
      – SubjectFull: Attitudes toward disabilities
        Type: general
      – SubjectFull: Attitude (Psychology)
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Social integration
        Type: general
      – SubjectFull: Conceptual structures
        Type: general
      – SubjectFull: Psychology of parents
        Type: general
      – SubjectFull: Social support
        Type: general
    Titles:
      – TitleFull: Parental Allyship for Children With Dyslexia: A Conceptual Lens on Disability Experience.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Leslie, Rachel
      – PersonEntity:
          Name:
            NameFull: Brown, Alice
      – PersonEntity:
          Name:
            NameFull: Larsen, Ellen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 07319487
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Learning Disability Quarterly
              Type: main
ResultId 1