This study investigates the factors that affect the self‐esteem of learners with dyslexia. It provides a brief overview of some of the key literature in this area and then describes a small‐scale study conducted in two mainstream secondary schools in the north of England. Data were collected using semi‐structured interviews with secondary‐aged pupils who had received an official diagnosis of dyslexia. Nine pupils volunteered to be interviewed. The study considers the impact of factors such as comparisons made against other students and the impact of teachers, peers and family on pupils' self‐esteem. The results of the study indicate that these factors contribute significantly to self‐esteem for pupils with dyslexia. However, the study found that the most significant factor that contributed to students' self‐esteem was a positive diagnosis of ‘dyslexia’ and ownership of the label. The study concludes that an early diagnosis of dyslexia is essential for creating a positive self‐image and recommends that further research is necessary into the significance of the diagnosis for these learners.
This study examined the barriers to inclusion in one primary school in the North of England. Qualitative data was collected from teachers and teaching assistants through the use of a focus group. The evidence suggested that practices within the school were varied and ranged from highly inclusive to highly exclusive. Some teachers worked in good faith to develop effective inclusion for learners with special educational needs. Conversely, other teachers displayed negative attitudes towards these pupils and this impacted negatively on the school's commitment to inclusion. Lack of funding, resources and training were identified as key barriers to inclusion. Parental resistance to inclusion was also evident within the context of this school and there was a strong feeling that the inclusion agenda was problematic in the context of the standards agenda. Despite these issues there was a strong sense that practitioners should be willing to commit to the principles of inclusive education and the study considers some ways in which schools can advance their practice in this aspect. Within this study the term 'practitioner' is used to represent teachers and teaching assistants.
Purpose The study was based around the following three research questions: What factors affect teacher well-being and mental health? How does teacher well-being and mental health impact on the progress of students? What resilience strategies are used by highly effective teachers with poor mental health to ensure that their students thrive? The paper aims to discuss this issue. Design/methodology/approach The research study was qualitative in nature and involved ten primary schools in England. Teachers and head teachers were interviewed. Each school visit also included a pupil discussion group with children from Years 3. In total, the research team interviewed 35 education professionals and 64 pupils. Findings Teachers reported a number of work-related stress triggers including busy times of the year, such as assessment periods, the pressure of extra curricula activities, the unexpected, keeping up with the pace of change and changes in school leadership. Children were attuned to their teacher’s mood and could usually pick up when they were feeling stressed, even if teachers tried to hide it. Originality/value No studies have used pupil voice to explore pupil perspectives of the impact of teacher mental health on their learning and progress. This is the first study of its kind.
This paper tells the stories of two trainee teachers and their personal experiences of dyslexia. Both informants were English and training to be primary school teachers in England. Through drawing on their own experiences of education, the stories illustrate how dyslexia has shaped the self‐concept, self‐esteem and resilience of each informant. The narratives presented in this paper illustrate powerfully the ways in which teachers can have a positive or negative impact on the self‐concepts of students with dyslexia. Both had been inspired by teachers they had met, and these positive role models had given them the confidence to pursue their own ambitions. However, both had encountered teachers who lacked empathy and patience, and these teachers had a detrimental impact on their self‐concepts. For both of these trainee teachers, personal experiences of dyslexia also shaped their professional identities as teachers. Both trainees described themselves as caring and empathic teachers, suggesting that personal experiences of dyslexia had a positive impact on teacher professional identity.
The focus of the study was to explore parental experiences of raising a child with autistic spectrum disorder (ASD). A mixed‐method approach consisting of questionnaires and semi‐structured interviews was used in order to elicit parental perspectives of raising a child with ASD. Two semi‐structured interviews were conducted with parents of children with ASD. Questionnaires were sent to parents of children with ASD in two special schools. The findings indicate that although each of the parents had a child with ASD, their experiences were all different. Many interesting accounts were documented and a wealth of information regarding the characteristic traits that children with ASD portray was recorded. The findings suggested that the majority of the parents experienced a low level of support from agencies and professionals. The general verdict was that of poor communication and a lack of understanding of parents' needs following formal diagnosis. Finally, a series of coping strategies were discovered ranging from family support to paid help.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.