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The social model as a pedagogical foundation
Effective support for learners with dyslexia begins with adopting the social model of disability rather than a deficit model. The social model locates disability not in the individual but in the barriers created by inflexible environments. As Reid (2016) argues, reframing dyslexia as a difference to be accommodated rather than a deficit to be remediated fundamentally alters pedagogical practice. This analysis applies that reframing to specific classroom strategies, demonstrating that multisensory instruction and assistive technology function not as concessions but as legitimate removals of environmental barriers.