Resilience strategies employed by teachers with dyslexia working at tertiary education

The relationship between emotional experience with dyslexia and work self‐efficacy among adults with dyslexia

“…Although the workplace may be a difficult environment for some AWD, there are studies on the differences that point to high (positive) work self‐efficacy attributes acquired by those who are dyslexic. Burns, Poikkeus, and Aro () found that teachers with dyslexia support their self‐efficacy by cultivating and utilizing resilience strategies such as reframing, identifying strengths, and receiving ongoing support from family and friends.…”

“…Although the workplace may be a difficult environment for some AWD, there are studies on the differences that point to high (positive) work self-efficacy attributes acquired by those who are dyslexic. Burns, Poikkeus, and Aro (2013) found that teachers with dyslexia support their self-efficacy by cultivating and utilizing resilience strategies such as reframing, identifying strengths, and receiving ongoing support from family and friends. Madaus et al (2003) and a follow-up study by Madaus, Zhao, and Ruban (2008) found work self-efficacy as the most robust predictor of employment satisfaction over and beyond gender, age, length of time in current position, current salary, severity of learning disability, disclosure of learning disability, and self-regulation and accommodations.…”

“…Research suggests that family support is an instrumental mediating variable in the relationship between EED and self-esteem (Nalavany & Carawan, 2012). Seeking support from family members has been a foundational source of assistance in managing the trials and tribulations of work among AWD (Burns et al, 2013;Logan, 2009;Madaus et al, 2003). Future research can explore the potentially mediating and buffering role of family support in the relationship between EED and work self-efficacy.…”

University, e-portfolio and students: perpetuating a sense of failure?

“…(Knowles, 1990, pp.57-63;Hunter-Carsch and Herrington, 2001) By recognising and developing known strengths, rather than reinforcing prior negative experiences, students with dyslexia at Newman are able to engage in independent learning. They determine their own objectives and evaluate their academic development effectively within a support context in order to build additional strategies to complement or tweak existing compensatory strategies (Wilson and Savery, 2012;Eide and Eide, 2012;Burns, Poikkeus and Mikko, 2013;Glazzard and Dale, 2013).…”

Art, Pedagogy and Dyslexia

“…Existing research on teachers in general who have dyslexia has explored their resiliency (Burns et al 2013;Glazzard & Dale 2013), professional identities (Riddick 2003;Burns & Bell 2010; and experiences as trainee teachers (Duquette 2000;Griffiths 2012). Research literature has also examined the potential connection between students with dyslexia and spatial reasoning abilities and enrolment in visual arts courses (Winner et al 2000;Wolff & Lundberg 2002;Alden & Pollock 2011).…”