ABSTRACT
This chapter begins with a critique of empirical research methods applied to dyslexia. It focuses upon the full remit of research from theory developing to theory testing. Current practice often begins at the theory-testing phase and thus is mainly confirmatory rather than innovative or developmental. Gender bias once again emerges as men dominated over most of the period in the senior decision-making roles.
The consequences for dyslexics of the many educational and political policy changes during the last 50 years are outlined as well as their origins in a male patriarchy. The long-term impact of the Bullock Report (1975) and its consequences for today is detailed as well as for the Warnock Report and the Code of Practice, its updates and the Statementing procedures.
Paradigms and ideologies involved in psychological processes and education theory and practice are explained for their disadvantaging effects on dyslexics and other learners. Mainstream versus special provision for dyslexics are discussed as well as a North-South divide and the ages at which specialist provision is most effective but the results are ignored.
The central control of schooling, the curriculum and teacher education and training are criticised for failure to address the real needs of pupils putting progress back for at least two decades.
