Parental agency, identity and knowledge: mothers of children with dyslexia

Abstract

In this paper we report and analyse findings from part of a two‐year evaluation project which focuses on parent–professional communications over the issues of learning difficulties arising from dyslexia. The key concepts in this study are dyslexia friendly schools and parental partnership, which are discussed in the current policy interest in inclusive education and parent partnership. A conceptual framework has been derived from the study which focuses on parental strategies to ensure adequate provision for their children, knowledge about dyslexia and identity, in particular that of the mother of the child with dyslexia. Excerpts from in‐depth interviews of parents are then presented to illustrate the framework. The significance of the findings is examined in relation to other studies of parent partnership. Implications for a more inclusive version of extended professionalism are also considered.