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- Author: Stephen James MacDonald
- Publisher: VDM Verlag
- ISBN-10: 3639177525
- ISBN-13: 9783639177527
- Format: 15.2 x 22.9 x 0.7 cm, softcover
- Language: English
- SAVE -10% with code: EXTRA
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Description
The focus of this book is on examining issues of dyslexia, social exclusion and crime. Current estimations suggest that people with dyslexia are considerably over-represented in the UK's criminal justice system. The aim of this book is to employ a psycho-sociological methodology to expand knowledge on dyslexia and criminal behaviour. This approach rejects the bio-medical model of crime and places dyslexia and criminality within a social context. Developing a social model of crime and dyslexia, the book utilizes both quantitative and qualitative research methods to establish links between undiagnosed dyslexia, restricted literacy levels and criminal behaviours. The idea that social inequalities are due to issues of socio-economic status is an essential viewpoint in this study. The book primarily explores sociological links between undiagnosed dyslexia and reoffending and emphasizes the importance of dyslexia support. It uses a social model approach to locate disabling barriers with the aim of improving support for people with dyslexia and reducing reoffending.
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- Author: Stephen James MacDonald
- Publisher: VDM Verlag
- ISBN-10: 3639177525
- ISBN-13: 9783639177527
- Format: 15.2 x 22.9 x 0.7 cm, softcover
- Language: English English
The focus of this book is on examining issues of dyslexia, social exclusion and crime. Current estimations suggest that people with dyslexia are considerably over-represented in the UK's criminal justice system. The aim of this book is to employ a psycho-sociological methodology to expand knowledge on dyslexia and criminal behaviour. This approach rejects the bio-medical model of crime and places dyslexia and criminality within a social context. Developing a social model of crime and dyslexia, the book utilizes both quantitative and qualitative research methods to establish links between undiagnosed dyslexia, restricted literacy levels and criminal behaviours. The idea that social inequalities are due to issues of socio-economic status is an essential viewpoint in this study. The book primarily explores sociological links between undiagnosed dyslexia and reoffending and emphasizes the importance of dyslexia support. It uses a social model approach to locate disabling barriers with the aim of improving support for people with dyslexia and reducing reoffending.
Reviews