In order to shed personalized light upon some of the confusions surrounding dyslexia, this study draws upon critical disability studies to share the stories of mothers of children with dyslexia. This feminist autoethnography shares the voice of the researcher alongside interviews with 5 participants, all mothers of children with dyslexia, who were in their 40s, and ethnically and socioeconomically diverse. Using interpretative phenomenological analysis, results illustrated that the children inhabited an “in-betweenness” in their disability, in the ways dyslexia was less visual and therefore misunderstood. Likewise, the children presented a great deal of resistance in their learning, which was later understood as a way of protecting themselves. Parents faced several emotional and financial battles. Educational implications include suggestions for negotiating the “in-betweenness” of reading disability, as well as strategies for navigating resistance in learning. This study emphasizes the need for more participatory research that involves students with dyslexia, and their parents.
Dyslexia, Critical Disability Studies, Reading Disability, Parenting a Child With Dyslexia, Feminist Methodology, Autoethnography
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended APA Citation
Woodcock, C. (2020). Mothers of Children with Dyslexia Share the Protection, “In-Betweenness,” and the Battle of Living with a Reading Disability: A Feminist Autoethnography. The Qualitative Report, 25(6), 1637-1657. Retrieved from https://nsuworks.nova.edu/tqr/vol25/iss6/13
Accessibility Commons, Language and Literacy Education Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social Statistics Commons, Special Education and Teaching Commons