A diagnosis of dyslexia has profound implications for children and parents who support them. While we know that repeated exposure to microaggressions causes cumulative harm, applying generalised experiences of disabled people to all categories of disability would be oversimplification of the phenomenon. Further, little is known about the role of parents as allies and their experience of microaggressions.
This project aims to investigate in what ways the current taxonomies can be used to can help us understand and describe the experiences of dyslexic children and their parents. Semi-structured interviews and qualitative content analysis will be used to determine if known domains of microaggressions apply, or if new domains emerge. Understanding these interactions could help inform and increase positive parent-school partnerships.
For more information, please contact the Graduate Research School.