Understanding the Socio-Emotional Impact of Dyslexia in the Inclusive Classroom

Abstract

Much of the literature pertaining to children’s experiences of dyslexia points to low self esteem and low self-concept as compared with typically developing peers (i.e. those without dyslexia). While the specific difficulties associated with dyslexia may present challenges for those children, the author outlines how external forces such as the environment, relationships and teacher understanding may contribute to (or alleviate) such negative self perceptions. While children may learn and process information differently, negative feelings are often compounded by a teacher’s lack of knowledge regarding this different way of learning in the inclusive classroom. In order to develop truly inclusive practices in schools, it is imperative that contextual issues impacting children are understood and that this understanding is utilised to improve outcomes for all children, including those with dyslexia. It is also contended that children should be at the centre of this process and their views on how they learn best must be considered paramount.

Exploring the views of students with dyslexia attending a third level college in Ireland

“…Access to technology has been positively reported to successfully include students with dyslexia at college (Falzon, 2020). While this is the case, and in a digital age, access to technology for all students may be something to consider as a means of meaningfully including all children in their own learning (O'Brien, 2020). Of course, there are cost implications but the benefit may far outweigh the cost when it comes to social gains and student achievement (Heelan, 2015).…”

“…While studies with younger students have highlighted the benefits of the label and the way they no longer felt inferior having received the diagnosis (Riddick, 2010; Kauffman et al ., 2017; O'Brien, 2019), students at the third level also appeared to embrace the label, with some citing the supports available as a key advantage (Evans, 2013). Some authors maintain that the label of dyslexia is outdated and futile (Elliott and Grigorenko, 2015) and while this position adds positively to the discussion, it may be rather simplistic without first consulting those who are directly affected by such a label (Cameron and Billington, 2015; O'Brien, 2019, 2020). While the dyslexic label is certainly a social construct (Elliott and Gibbs, 2008; McDonald, 2009; O'Brien, 2018), it may be worthwhile to continue to have conversations with students identifying as dyslexic at college in order to truly understand how it impacts their identity (Cameron and Billington, 2015).…”

Addressing Low Frustration Tolerance in Students With Learning Disabilities

“…Students with specific learning disabilities such as dyslexia, dysgraphia, and auditory processing disorder may have a lower frustration threshold due to struggles understanding, synthesizing, and expressing content (O’Brien, 2020; Ryan, 2004). Since LFT-related behavior problems such as outbursts and refusal to participate are often exacerbated by fatigue (Chand, 2015), academic struggles can be a trigger for students with learning disabilities (Ghisi et al, 2016; Ryan, 2004; Solomon & Rothblum, 1984).…”

How the Covid-19 Pandemic was Experienced by Slovenian and German Adolescents with Specific Learning Difficulties

“…Due to their poorer social integration skills, they have difficulties integrating into the social environment, as it is more difficult for them to understand rules, social relationships, non-verbal signs of social messages, etc. Adolescents with SpLD often suffer from emotional distress and problems with poor learning performance (Lithari, 2019;Long et al, 2007;Mikuš Kos, 2017), loss of self-confidence and lowered self-esteem, sensitivity to criticism and alienation from peers (Ott, 1997;O'Brien, 2020), as well as the frustration, shame and depression that can result from not recognising the problems or not receiving adequate support (Mikuš Kos, 2017). In adolescents, SpLDs are often associated with an ADHD disorder.…”