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1.
Paul Henderson 《Journal of Further & Higher Education》2017,41(1):30-43
The number of students entering higher education in the UK has increased over the last few years due to the previous Labour Government directives to widen participation to a range of socially disadvantaged and/or under-represented groups. Dyslexic students form the largest single group of minority students currently entering higher education. However, there are ongoing challenges in identifying and supporting dyslexic students as there no obligation for students to report specific learning needs before or after they enter higher education. In order to cast more light on this ongoing issue, a small-scale educational research study was undertaken in December 2012 to investigate whether there may be delays in the reporting of dyslexia in learners once they commence higher educational study. The day-to-day working experiences of four support staff based at a learning services department in one UK university were explored. Methodology involved adopting a qualitative exploratory design using digitally recorded semi-structured interviews and a snowball sample. Interview data was analysed using thematic analysis. The key findings of the study indicated that dyslexia was more likely to be reported in the second and third year of a student’s higher educational journey. Further analysis of the study findings indicated a myriad of reasons for delayed or late reporting of dyslexia. Such reasons included maintaining of a non-disabled student identity, financial and/or time constraints or consciously and strategically deciding when to disclose dyslexia to improve final degree classifications. A number of further recommendations are made to enhance inclusive learning and teaching practices. 相似文献
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3.
Students’ experiences of academic success with dyslexia: A call for alternative intervention 
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下载免费PDF全文 This article describes a small‐scale study exploring the perspectives of five undergraduate students with dyslexia. Semi‐structured interviews were conducted in two universities in the UK. The interviews explored participants’ perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to identify facilitating factors that supported participants with dyslexia during their education. The following themes were identified: age of dyslexia identification, family support, dyslexic identity, self‐advocacy skills and learning resources. The study makes a case for an intervention for children and young people (CYP) with dyslexia that, in addition to remedial literacy support, explores self‐advocacy, thinking and study skills and facilitates positive academic self‐concepts. Future research could evaluate such an intervention for its effectiveness on CYP's social emotional well‐being and literacy skills. 相似文献
4.
ABSTRACTDyslexia is a common specific learning difficulty. In higher education two models of disability are prevalent, ‘disorder’ and ‘difference’, which each differentially conceptualise dyslexia and the nature of supports required. A lack of research has been undertaken in Ireland regarding students’ experience of dyslexia, and the move from second to third level education. A greater understanding of the challenges encountered is necessary to inform provision of resources to help students with dyslexia excel in higher education. Semi-structured interviews were completed with four undergraduate students and one postgraduate student with a diagnosis of dyslexia to explore their experiences of transitioning into university. Thematic analysis revealed four common themes: dyslexic identity, self-advocacy, transition experiences, and future advice. Various difficulties were identified regarding lack of appropriate academic resources, inconsistencies between supports provided in secondary and third level education, and low self-confidence which serves as a barrier to success. However, strengths including self-directed learning techniques and communication and self-advocacy skills were also evidenced, supporting a ‘difference’ view of dyslexia. The findings highlight the need to re-evaluate the current academic service provisions, in alignment with a model of dyslexia that allows individualisation and enables students, as opposed to disabling them. 相似文献
5.
《Journal of Further & Higher Education》2012,36(9):1181-1195
ABSTRACTThe National Student Survey (NSS) seeks to measure how ‘satisfied’ students are with their programmes of study and educational experience. Ongoing NSS data demonstrates that global satisfaction scores are increasing; however, when this is separated into disabled and non-disabled students, downward satisfaction trends for disabled students are apparent. Around half of these students will have dyslexia. This ‘snapshot’ documentary analysis evaluates the currently publicly available information outlining the support services that are available for students with dyslexia. The survey focuses upon a sample of higher education institutions (HEIs) in England. Findings indicate that there are notable differences in the types and consistency of support offered across the sample institutions. The most frequently used model is that of additional learning support (ALS), where support is provided outside of the usual class contact time. Mentoring provides benefits for students with dyslexia but fewer than half of the institutions surveyed offered this. Subject specialist mentoring is particularly beneficial but there is little evidence of this taking place. There is a level of support in all the institutions that appears to meet the requirements of the Equality Act (2010) but this does not necessarily indicate that dyslexic students are supported in the most effective way. 相似文献
6.
Internationally, the number of students with disabilities entering higher education institutions is on the rise. Research
estimates that 8–10% of students attending higher education are registered with disability, with learning difficulties being
the most commonly reported disability. Widening participation in higher education has been supported by legislative changes,
inclusive education practices, the use of ICT and accessible facilities and programs and, ultimately, an increasing belief
among students with disabilities that higher education maximizes their opportunities for employment and independent living.
Within the Cypriot context, research on disability, access and provision in higher education is limited. This study was a
part of a large-scale study (PERSEAS) funded by the EU. From the original sample, 15 students attending private higher education
institutions in Cyprus reported disability (i.e., sensory impairment, dyslexia, physical disabilities) and were selected for
focus group discussions. Also, interviews and focus groups were conducted with the Headmasters and teachers, respectively,
in 10 private higher education institutions. This study yielded interesting results regarding the current state of provision
(e.g., concessions for exams and assignments, infrastructure, teaching modification, counseling services) as well as issues
of social inclusion, equality of opportunity and entitlement to education. 相似文献
7.
《Support for Learning》2005,20(1):22-27
UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two‐year case study in a UK university. 相似文献
8.
Within a European context, facilitating the increased participation of marginalized groups within society has become a cornerstone
of social policy. In higher education in Ireland this has generally involved the targeting for support of individuals representing
groups traditionally excluded on the grounds of socio-economic status. More recently, people with disability have been included
in this consideration. This approach has tended to focus on physical access issues and some technical supports. However, access
is multi-faceted and must include a review of pedagogic practices, assistive provision (technological and personal), student’s
engagement with their workload (e.g. recording) and evaluation procedures: achieving accreditation levels commensurate with
ability.
This small-scale Irish study examined the experiences of two groups of young people with physical disabilities and with dyslexia
in two higher education institutions. It was apparent that for students with physical disabilities and with dyslexia, assessment
practices were fraught with additional limitations. Assessment practices were mediated for these students through the physical
environment, the backwash effect of assessment on curriculum, the availability and use of assistive technology, and through
the attitudes of staff and students. It can be concluded that access issues within higher education have been inadequately
conceptualized and as a result failed to address fundamental issues around assessment for students with physical disabilities
and with dyslexia. 相似文献
9.
This article focuses on the perspectives of primary school teachers on the current provision for students with dyslexia in the mainstream classroom. Five themes emerged from this research and these were (1) Diagnosis, (2) Inclusion, (3) Effective classroom practice, (4) Difficulties encountered in the classroom and (5) Teacher education. The focus of this article is on the theme of Inclusion. The data collected explores the perspectives of twelve primary teachers towards the in-class versus withdrawal models to support children with dyslexia in the mainstream classroom. As the concept of inclusive education has evolved in recent years, the objective of this research was to identify the most effective means of addressing the needs of the dyslexic student in the mainstream classroom. The insights provided by the teachers signify the need for in-class support, as much as possible, to support inclusion for students with dyslexia in the mainstream classroom. 相似文献
10.
《Journal of Further & Higher Education》2012,36(1):127-151
Increased awareness and improved tests have contributed to the identification of rising numbers of dyslexic students entering higher education in the United Kingdom. Nearly half of these students are not diagnosed until they start their HE courses. Studies of experiences of dyslexic students diagnosed as children exist; however, there is little comparable information on dyslexic students diagnosed as adults. This qualitative study explores the experiences of six students diagnosed with dyslexia after starting their Masters degrees. Their personal accounts were analysed using thematic analysis. The major themes identified were: ? Distress ? Self-doubt ? Embarrassment ? Frustration ? Relief ? Confidence ? Motivation The findings revealed that being diagnosed with dyslexia as an adult can be cathartic or devastating depending on the individual’s current emotional status and personality. However, as they develop a deeper understanding of what dyslexia means and how it affects them as individuals, the diagnosis becomes a liberating revelation. Once the label is accepted, the individual can embrace the change in lifestyle that the diagnosis necessitates. This study provides a deeper understanding of the consequences of a late diagnosis and highlights the need for management approaches to be individually tailored to specific needs. 相似文献
11.
Fiona R. Simmons Chris Singleton 《Journal of Research in Special Educational Needs》2009,9(3):154-163
This paper reports the findings of two related studies that examined the mathematical strengths and weaknesses of children with dyslexia. In study one, dyslexic children were compared to children without special educational needs on tests that assessed arithmetic fact recall, place value understanding and counting speed. Study two used the same methodology, but matched the dyslexic children with the non‐dyslexic children on a number of factors, including intellectual ability. This excluded the possibility that confounding variables accounted for the differences between the groups in study one. Both studies indicated that the dyslexic children had slower and less accurate number fact recall than the non‐dyslexic children, but had unimpaired place value understanding. The results for counting speed were more equivocal, but there was a trend for the dyslexic children to be slower counters. The results suggest that dyslexia is not normally associated with a general mathematical impairment, but rather an uneven profile of skills. This profile can be explained in terms of the phonological processing weaknesses associated with dyslexia. The finding that dyslexic children have a specific difficulty recalling arithmetic facts suggests that a teaching programme that emphasises mental methods may disadvantage them. 相似文献
12.
本研究探讨以阅读相关认知因素为预测变量来鉴别不同年龄段汉语阅读障碍的有效性和稳定性.研究中筛选出二年级阅读障碍组和年龄控制组各22人,四年级阅读障组和控制组各27人,六年级阅读障碍组和控制组各20人.Logistic回归分析结果发现认知因素组合能有效鉴别阅读障碍,但各个年级最有效的预测因素存在差异. 相似文献
13.
For many secondary and postsecondary students with dyslexia, passing required algebra courses presents a formidable challenge.
Although dyslexic students do have specific and sometimes severe learning deficits that can affect their chances of success
in algebra, they can succeed if given appropriate and effective instruction that meets their special and individual needs.
This article briefly describes the application of effective instructional practices to the teaching of remedial algebra that
have been used with dyslexic students in the University of Wisconsin Oshkosh Project Success program. 相似文献
14.
《British Journal of Special Education》1989,16(1):37-37
Although issues relating to special educational needs were raised frequently in Parliament during the passage of the Education Reform Bill, few questions on the implications of the new legislation for special education provision have been asked in the House of Commons since the Bill became law in July. Questions have related, for instance, to dyslexia, disabled students' allowances and the ascertainment and recording of pupils in Scotland. 相似文献
15.
Identifying dyslexia in adulthood presents particular challenges because of complicating factors such as acquisition of compensatory strategies, differing degrees of intervention and the problem of distinguishing dyslexic adults from those whose literacy difficulties have non‐cognitive causes. One of the implications is that conventional literacy measures, per se, do not provide a satisfactory basis for screening for dyslexia in adulthood as some dyslexic adults have above‐average literacy skills and some non‐dyslexic adults have very poor literacy skills. This study examined an alternative approach to dyslexia screening, using three tests that depend heavily on phonological processing, lexical access and working memory, but which are not conventional measures of literacy. Using these tests, which are computer delivered, 70 dyslexic adults from three different types of educational institution were compared with 69 non‐dyslexic adults from the same institutions. The results showed that the dyslexic and non‐dyslexic groups were significantly different on all three computer‐based tests, with an average effect size of 1.55. Adaptive versions of these tests were then created to reduce overall administration time for the suite to about 15 minutes. Analysis showed that the combined scaled scores from the adaptive versions of the three tests significantly discriminated the dyslexic from the non‐dyslexic group with an increased effect size of 2.07 and with a sensitivity rate of 90.6% and a specificity rate of 90.0%. It was concluded that this approach is a valid and useful method of identifying dyslexia in adulthood, which, given the ease of administration to large numbers of adults, has noted advantages for education and employment. 相似文献
16.
Mary Nugent 《Educational Psychology in Practice》2008,24(3):189-206
This study evaluates and compares special educational services for children with dyslexia in three different Irish educational settings: special schools, reading units and mainstream resource provision. The emphasis is on the child’s experience of special education. Participants were dyslexic children aged 8–13 who had been accessing special educational services for two academic years. Data collection involved individual interviews with each of the 100 children. Further data about the child’s experience were collected by parental questionnaire. Results suggested that while children overall were happy and evaluated special educational services positively across all three settings, children in special schools and reading units seemed to be happier and to have more positive experiences than children attending mainstream resource provision. The discussion considers the implications of these findings in the context of the inclusion debate in special education. It also considers the limitations of this small‐scale study and the need for further research. 相似文献
17.
FatimaEzzahra Benmarrakchi Jamal El Kafi Ali Elhore Sara Haie 《Education and Information Technologies》2017,22(6):2939-2957
Dyslexia is one of the most common learning disabilities. It is described as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. It affects relatively about 7–10 % of the population across most languages and cultures. In this study, we explore the potential benefits offered by the use of Information and Communication Technology (ICT) to support dyslexic students by considering their preferred learning styles. In the current paper we administered the VAK and Honey & Mumford questionnaires to 28 Arabic students with ages between 8 and 10 years old. 8 students from dyslexic group and 20 students from control group were selected to assess and compare their preferred learning style. The implemented system focuses on dyslexia in Arabic language, especially in Arabic countries such as Morocco. Based on the results of the analysis of learning styles differences, we introduced an adaptive mobile learning to support and promote learning for dyslexic students. The aim of the study is to consider the relationship between dyslexia and learning style and to suggest a different learning way. Preliminary results show that the ICT has a valuable role in providing opportunities for learners with dyslexia to participate more fully in education. 相似文献
18.
Eva Wennås Brante 《Support for Learning》2013,28(2):79-86
Better understanding of the diverse reading abilities of people with dyslexia is necessary for the design of more effective learning situations, which are vital both to students with dyslexia and to their teachers. Seven individuals with dyslexia currently or formerly in higher education were interviewed about their reading experiences to learn how they themselves understand and describe their reading. The interviews are treated as individual profiles. Although the respondents were adult experienced readers, aware of their impairments, none could identify any strategy for overcoming dyslexia other than investing much time in homework and study. Each profile is unique, yet they share some characteristics, including strong parental support and a refusal to accept the label of ‘stupid’. Teachers need to recognise the diverse effects of dyslexia in order to improve the chances of dyslexic students – especially those who cannot rely upon strong parental support – of continuing to higher education. 相似文献
19.
《Australian Journal of Learning Difficulties》2013,18(2):213-224
Dyslexia appears to be the most prevalent disability of students with special educational needs in many mainstream classes, affecting around 9.7% of the school population in Hong Kong. The education of these students is therefore of great concern to the community. In the present paper research into dyslexia in the Chinese language is briefly reviewed, with emphasis on the cognitive characteristics of dyslexia and its manifestations, in the hope that understanding the profiles of students with dyslexia may help to lay a solid foundation for assessment, curriculum development and intervention. Recent progress in the study of the cognitive deficits of Chinese-speaking readers with dyslexia in Hong Kong and the development of assessment and intervention framework for early identification and intervention is presented. These developments shed light on dyslexia in the Chinese language and provide grounds for further work on research and practice. 相似文献
20.
This paper sheds light onto a poorly presented group of professionals – teachers with dyslexia in Finnish and English further and higher educational settings. The purpose of this qualitative study was, firstly, to discover what teachers with dyslexia could tell us about the manifestation of dyslexia and the challenges they face in the practice of teaching, and secondly, to find out what these professionals feel about being a dyslexic teacher. The data were gathered through the narrative interviews of six teachers and was analysed using thematic narrative analysis. Teachers’ narratives revealed that they had accepted their difficulties but also discovered their own strengths to overcome them. The data also indicated that these teachers appreciate their educator’s role, acknowledging the importance of empathy and understanding towards their students. Teachers with dyslexia can be successful and useful in training fellow practitioners to be more aware of students’ difficulties with dyslexia, hence having the potential to broaden capacity for inclusion and social equality in educational establishments. 相似文献