Taking the middle ground in interactionist relationships in Queensland technical and further education (TAFE), Australia

Jacqueline L Caskey

doi:10.5281/zenodo.3245457

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Taking the middle ground in interactionist relationships in Queensland technical and further education (TAFE), Australia

Journal article

Open access

Peer reviewed

Taking the middle ground in interactionist relationships in Queensland technical and further education (TAFE), Australia

Jacqueline L Caskey

European Journal of Special Education Research, Vol.4(3), pp.167-183

2019

DOI: https://doi.org/10.5281/zenodo.3245457

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Abstract

Specialist Studies in Education

relational being

hyphenated-self

relationships

dyslexia

TAFE

This study explores the support and services utilised by adult students with dyslexia in five Australian TAFE Colleges In this study, adult students with dyslexia were completing Certificate III and above programs in Technical and Further Education (TAFE) Colleges. In exploring the support provided in TAFE, Disability Officers were utilised in the provision of support and servicing adult students. As identified that Disability Officers, not only offered services to adult students with dyslexia, they became their critical friends and aided in social settings external to the TAFE Colleges. The methodology was an embedded case study, which utilised semi-structured interview questions, in 28 participants. The theories used were Lipsky's (1983, 2010) Street-Level Bureaucracy and Fine and Sirin's (2007) Hyphenated-Self. A foundational method as developed in this study, known as the Relational: Hyphenated-Self to explain the inclusion and exclusion perceived by adult students with dyslexia as they were progressing in TAFE.

Details

Title: Taking the middle ground in interactionist relationships in Queensland technical and further education (TAFE), Australia
Authors: Jacqueline L Caskey (Author) - University of the Sunshine Coast
Publication details: European Journal of Special Education Research, Vol.4(3), pp.167-183
Publisher: Open Access Publishing Group
Date published: 2019
DOI: 10.5281/zenodo.3245457
ISSN: 2501-2428
Copyright note: Copyright © 2019 The Author. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
Organisation Unit: School of Social Sciences - Legacy; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99450643902621
Output Type: Journal article

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