Managers’ and teachers’ perspectives of dyslexic teachers in the English and Finnish Further Education workforce: new insights from organisational routines

Thorpe, Anthony; Burns, Eila

doi:10.1080/03054985.2016.1157062

Cited by 4 publications

(6 citation statements)

References 22 publications

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“…Despite the high prevalence rates of dyslexia in the workforce, our findings support the literature that indicates workplaces appear to lack the skills to support the dyslexic population as they transition from education into the workforce [38,39,41,91]. Our work adds to previous research by O'Dwyer and Thorpe (2013) [38] and Thorpe and Burns (2016) [39], who investigated managers' understanding of dyslexia within the teaching population. Together, their work identified there was a lack of awareness, training, and support for managers of dyslexic staff and that dyslexia was still an invisible disability in the workforce.…”

Section: Creating Inclusive Workplacessupporting

confidence: 79%

“…There also remains a limited understanding of the impact of dyslexia in the broader community [36], and this is likely to be reflected in Australian workplaces [26,37]. For example, various authors, including Thorpe and Burns (2016) [38] and O'Dwyer and Thorpe (2013) [39] have identified that employers and managers may not have access to quality training about working with staff who have dyslexia. As such, dyslexia is still an invisible or 'hidden' disability within the workforce, with dyslexic employees bearing the brunt of the responsibility to disclose their disability and self-advocate for support.…”

Section: Introductionmentioning

confidence: 99%

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Leading Diverse Workforces: Perspectives from Managers and Employers about Dyslexic Employees in Australian Workplaces

Wissell

Karimi

Serry

et al. 2022

IJERPH

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Background: Dyslexia is a specific learning disability affecting around 1 in 10 Australian adults. It presents unique challenges for employees in the workforce, yet community and workplace awareness of the challenges of dyslexia is limited. The aim of this preliminary research was to explore the experiences and perspectives of Australian employers and managers responsible for supervising employees with dyslexia in the workplace. Materials and Methods: Using a qualitative research design, we conducted in-depth interviews with four managers who had current or previous experience managing employees with dyslexia. We used a deductive approach to analyse the data and categorise responses to the study questions. Results: Participant responses indicated that there is a lack of awareness and understanding of dyslexia within Australian workplaces. Participants identified challenges facing employees with dyslexia in the workplace including, differing personal levels of confidence and comfort in disclosing disability; the possibility of discrimination, and a lack of inclusive organisational practices and processes. Suggestions for ways to improve workplaces for dyslexic employees included: additional support for leaders and managers to drive inclusive leadership, and additional training for leaders and managers on how to best support employees with dyslexia. Conclusions: While only a small sample size, this study indicates that further research is needed to better understand the working environment of Australian leaders and managers. It appears that leaders and mangers need skills and knowledge to better support employees with dyslexia and in doing so create more inclusive workplaces.

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Section: Creating Inclusive Workplacessupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Leading Diverse Workforces: Perspectives from Managers and Employers about Dyslexic Employees in Australian Workplaces

Wissell

Karimi

Serry

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Finally, strong working relationships and positive social interactions with peers, supervisors and managers is pivotal to the success of individuals with dyslexia and their ability to undertake help seeking and self- advocacy behaviours [ 95 ]. It is important for organisations to foster and encourage collegial relationships, where employees feel valued and accepted.…”

Section: Recommendationsmentioning

confidence: 99%

“You Don’t Look Dyslexic”: Using the Job Demands—Resource Model of Burnout to Explore Employment Experiences of Australian Adults with Dyslexia

Wissell

Karimi

Serry

et al. 2022

IJERPH

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Background: Employment and job security are key influences on health and wellbeing. In Australia, little is known about the employment lifecycle of adults with dyslexia. Materials and Methods: Using a qualitative research design, this study sought to explore the experiences faced by adults with dyslexia seeking and retaining employment. In-depth interviews were conducted with a cohort either currently or previously in the labour market. We used the Job Demands Resource Model of Burnout (JD-R Model) to explore links between workplace characteristics and employee wellbeing. Deductive content analysis attained condensed and broad descriptions of participants' workplace experiences. Results: Dyslexic adults (n = 14) participated; majority employed part/full-time and experienced challenges throughout their employment; exhaustion and burnout at work were reported, also fear and indecision about disclosure of dyslexia. A minority reported receiving positive, useful support from team members following disclosure. Conclusion: The JD-R Model provided a guiding framework. We found participants experienced a myriad of challenges that included risk of mental exhaustion, discrimination, limited access to support and fatigue, leaving them vulnerable to job burn-out. Dyslexia does not have to be a major barrier to success in any occupation. Yet, when in supportive, informed workplace environments, employees with dyslexia thrive.

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“…Most of the studies focus on dyslexia in children, but not much in adolescents and adults, and less on people who are studying for bachelor's degrees in language education. Moore et al (2020) and Thorpe and Burns (2016) state that more exploration and research on diversity among teachers and their teaching practices are paramount. Hiscock and Leigh (2020, p. 7) mention that, concerning dyslexia, studies often focus on what happens to students, but what is related to teachers is invisible.…”

Section: Introductionmentioning

confidence: 99%

“…In this sense, Riddick (2003) affirms that the invisibility and peculiarities of some teachers' special needs impact the construction of their professional identity. Furthermore, Thorpe and Burns (2016) state that "dyslexia contributed to the teacher's sense of identity and professional identity" (p. 204). This fact is due to the complexities and constant fluctuations of the teacher's identity that are negotiated through individual processes (which may be connected to personal interests, psychological or physical conditions) and those that are part of the environment and organizations.…”

Section: Introductionmentioning

confidence: 99%

Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers

Cuervo-Rodríguez

Castañeda-Trujillo

2021

HOW

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This article deals with the particularities two pre-service English language teachers have due to they have dyslexia. This study’s main intention was to understand how the participants constructed their identities as English teachers while dealing with discrimination, negative feelings, and not understanding teachers. We collected the data through interviews that served to write the two pre-service teachers’ narratives. The narrative analysis showed that pre-service English language teachers who suffer from apparently superficial difficulties must hide most of the time to avoid discrimination. We conclude that teacher educators’ role is essential in identity construction processes, especially when pre-service teachers face certain conditions that may affect their performance as language learners and as language teachers. Additionally, it was evident that resilient teachers can make strength from their weaknesses.

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Managers’ and teachers’ perspectives of dyslexic teachers in the English and Finnish Further Education workforce: new insights from organisational routines

Cited by 4 publications

References 22 publications

Leading Diverse Workforces: Perspectives from Managers and Employers about Dyslexic Employees in Australian Workplaces

Leading Diverse Workforces: Perspectives from Managers and Employers about Dyslexic Employees in Australian Workplaces

“You Don’t Look Dyslexic”: Using the Job Demands—Resource Model of Burnout to Explore Employment Experiences of Australian Adults with Dyslexia

Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers

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