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      A School Story, Not a Student Story: The Dyslexic Diagnosis Paradigm in Children’s and Young Adult Literature

      research-article
      Children's Literature in Education
      Springer Netherlands
      Dyslexia, Disability studies, School story, Diagnosis

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          Abstract

          Representations of dyslexia have a history of educational and literary scholarship primarily concerned with how dynamic characters with learning disabilities are and if they are positively portrayed. This article uses narrative theory to analyze how diagnosis operates on a structural level to create what I call the dyslexic diagnosis paradigm. Examining school stories featuring characters with dyslexia published between 2007 and 2020, I demonstrate how this paradigm functions through a structural closure of struggle, diagnosis and accommodations, and a psychological closure consisting of shame, declaration, and acceptance within these novels. Variations or polytypes of this narrative are also common within this corpus which maintain the psychological closure of shame, declaration, and acceptance present within the prototypical narrative. While some disability counternarratives or dyslexic persistence narratives nuance the school story, the dyslexic diagnosis paradigm ultimately remains prevalent and upholds the medical model of disability within the educational system, promoting the flawed status quo of disability rather than asking readers to question the validity of the systems which enforce them.

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          Most cited references34

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          Reevaluating the Supercrip

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            Neuroqueer Heresies: Notes on the neurodiversity paradigm, autistic empowerment, and postnormal possibilities

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              Neurodiversity

              The neurodiversity movement emerged as an extension of the disability rights movement to include the those individuals with neurological differences. Micki McGee posits that neurodiversity is also a response to the neoliberalism of the past three decades that has (1) shifted responsibility for individuals with neurological and cognitive challenges back to the family, and (2) fostered a crippling speed-up in our workplaces while simultaneously requiring new levels of sociability and flexibility that render more people debilitated or disabled. The article concludes that demands for the rights of neurologically diverse populations may challenge the very framework of liberal personhood.
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                Author and article information

                Contributors
                ehl35@cam.ac.uk
                Journal
                Child Lit Educ
                Child Lit Educ
                Children's Literature in Education
                Springer Netherlands (Dordrecht )
                0045-6713
                1573-1693
                29 May 2023
                29 May 2023
                2024
                : 55
                : 4
                : 645-668
                Affiliations
                The Centre for Research in Children’s Literature at Cambridge, Faculty of Education, University of Cambridge, ( https://ror.org/013meh722) 184 Hills Road, Cambridge, CB2 8PQ UK
                Author information
                http://orcid.org/0000-0002-9549-2989
                Article
                9529
                10.1007/s10583-023-09529-9
                11569005
                39559370
                4b27890a-734b-482e-8f4b-d026ea61c381
                © The Author(s) 2023

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

                History
                : 8 March 2023
                Funding
                Funded by: FundRef http://dx.doi.org/10.13039/501100000155, Social Sciences and Humanities Research Council of Canada;
                Award ID: 752-2021-0160
                Award Recipient :
                Categories
                Original Paper
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                © Springer Nature B.V. 2024

                dyslexia,disability studies,school story,diagnosis
                dyslexia, disability studies, school story, diagnosis

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