A small-scale qualitative study to explore Scottish mainstream teachers’ engagement with identifying Additional Support Needs

Brennan, Jennifer (2023). A small-scale qualitative study to explore Scottish mainstream teachers’ engagement with identifying Additional Support Needs. Student dissertation for The Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth.

This dissertation was produced by a student studying the Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth. The research showcased here achieved a Distinction.
Please note that this student dissertation is made available in the format that it was submitted for examination, thus the author has not been able to correct errors and/or departures from academic standards in areas such as referencing.
Copyright resides with the author.

DOI: https://doi.org/10.21954/ou.ro.000175ac

Abstract

This small-scale research uses Bourdieu’s habitus and four forms of capital to explore the intersection of class, gender and race on Scottish mainstream teachers’ perceptions of identifying Additional Support Needs (ASN), specifically focussing on dyslexia. Teacher perceptions were explored through narrative interviews as these facilitate the sharing of each participant’s unique experiences, beliefs and views while simultaneously ensuring that the teachers who participated could direct and shape the research. The findings suggest that teachers recognise the gendered experiences of learners. However, they were potentially less aware of the impact of class and race when identifying an ASN or engaging with the dyslexia identification process. However, further research would be required to determine if these findings are applicable more widely across Scotland.