Theorising dyslexic student discussion/action groups in UK higher education: research in practice

French, Jenny; Herrington, Margaret

doi:10.1080/09650790802445692

Cited by 4 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…(Olney and Brockelman, 2003). Universities and partnership schools need to create climates which encourage the identification and support of student teachers with dyslexia as ‘the linguistic impairment itself is not the problem but the way people with such are viewed and treated’ (French and Herrington, 2008, p. 527). In a society more tolerant of difference dyslexia (and other disabilities) may become accepted and recognised as part of the normal continuum without stigma; and management strategies adopted to meet challenges regarded in the same way as the wearing of glasses by those with myopia or hypermetropia 5 .…”

Section: Resultsmentioning

confidence: 99%

‘Being dyslexic doesn't make me less of a teacher’. School placement experiences of student teachers with dyslexia: strengths, challenges and a model for support

Griffiths

2011

Research in Spec Educ Needs

View full text Add to dashboard Cite

This research investigated the school practice placement experiences of six student teachers with dyslexia representing each year of a 3‐year initial teacher training course at a UK university. Placement performance and outcome has enormous implications for student teachers in demonstrating their professional competence and ability to meet the Training and Development Agency for Schools Professional Standards for Teachers and obtain qualified teacher status. The research focused thematically on student strengths, challenges and management strategies using a case research approach. Findings indicate student teachers with dyslexia bring unacknowledged strengths to placements but face a number of challenges despite proactive adoption of management strategies. A model of placement support to enhance student effectiveness has been developed. Conclusions indicate the importance of listening to the student's voice to understand individual placement requirements and co‐ordinate and implement specific reasonable adjustments as required by UK legislation1.

show abstract

Section: Resultsmentioning

confidence: 99%

‘Being dyslexic doesn't make me less of a teacher’. School placement experiences of student teachers with dyslexia: strengths, challenges and a model for support

Griffiths

2011

Research in Spec Educ Needs

View full text Add to dashboard Cite

show abstract

“…Though collectively these elements constituted a menu for learners in HE, their use varied greatly among dyslexic learners and individual accounts of their significance provided vital evidence about their role in personalizing learning. For example, a dyslexic HE student recently noted the relative impact of visual disturbance for her between reading on screen and on paper (French & Herrington, 2008).…”

Section: Dyslexia Technology and Inclusivenessmentioning

confidence: 99%

E-portfolios and personalized learning: research in practice with two dyslexic learners in UK higher education

et al. 2010

Self Cite

View full text Add to dashboard Cite

This paper analyses the use of an e-portfolio system in contributing to the personalized learning of two dyslexic learners at the University of Wolverhampton, UK. The rationale for this research rests at the intersection of generic findings from e-portfolio (and wider e-learning) research and the still challenging project in higher education (HE) of creating inclusive curricula. A qualitative, ethnographic approach was employed in a piece of collaborative research between academic staff and dyslexic learners. Two retrospective learner narratives were constructed and then reviewed by all co-authors in terms of the 'personalized fit' which they allowed with dyslexic thinking, learning and writing experience. The findings suggest a potential refinement of the general pedagogical claims about e-portfolio-based learning when considering dyslexic learners and thence the value of an enhanced prioritization of e-portfolio learning practices within inclusive HE curricula. The review and analysis also allow a 'critical' discussion of the practical and theoretical issues arising within this work.

show abstract

“…Although American faculty perceptions of students with learning disabilities (Griffiths, 2011; Jacklin, 2010) and of factors affecting students' academic performance (Pearson, 2007) have been examined, US students with learning disabilities' perspectives on postsecondary faculty are less discussed. Experiences of postsecondary students with learning disabilities in Australia (French and Herrington, 2008; Ryan, 2007), Canada (Dietsche, Chambers, Drea et al., 2008), Finland (Poussu‐Olli, 1999), Greece (Stampoltzis and Polychronopoulou, 2008), New Zealand (Seccombe, 2007), Scotland (Doughty and Allan, 2008), and the UK (Gorard, 2008; Jacklin, 2010) have been reported, but a similar report of US students would be a helpful supplement. To support accommodation of learning disabilities, this qualitative research report examines ways in which instructors accommodate students with learning disabilities.…”

mentioning

confidence: 99%

‘What can I do to help?’: Postsecondary students with learning disabilities' perceptions of instructors' classroom accommodations

Quinlan

Bates

Angell

2012

Research in Spec Educ Needs

View full text Add to dashboard Cite

This qualitative research report adopts a critical pedagogy perspective to examine the provision of classroom accommodations for postsecondary students with learning disabilities. Although instructors in the United States are bound to abide by disability rights laws, we also believe instructors can act in ways that allow students to feel comfortable in disclosing their disabilities and in requesting and accessing accommodations for these disabilities. We engaged the voices of 10 university students living with learning disabilities through a series of semi‐structured interviews. These students offered a variety of statements on the ways that their disabilities were accommodated or not by their instructors. We classified these perceptions into three kinds of accommodation perceived by university students with learning disabilities: non‐accommodation, formal accommodation and accommodation for all students. We discuss the implications that these types of accommodations have for pedagogy and offer recommendations for effective techniques for accommodating for all. We hope the voices of these students will serve to enhance communication between students with learning disabilities and their professors.

show abstract

Theorising dyslexic student discussion/action groups in UK higher education: research in practice

Cited by 4 publications

References 9 publications

‘Being dyslexic doesn't make me less of a teacher’. School placement experiences of student teachers with dyslexia: strengths, challenges and a model for support

‘Being dyslexic doesn't make me less of a teacher’. School placement experiences of student teachers with dyslexia: strengths, challenges and a model for support

E-portfolios and personalized learning: research in practice with two dyslexic learners in UK higher education

‘What can I do to help?’: Postsecondary students with learning disabilities' perceptions of instructors' classroom accommodations

Contact Info

Product

Resources

About