Dyslexia: Workplace Issues

Resilience strategies employed by teachers with dyslexia working at tertiary education

“…Dysleksiaan liittyvät primaarit ongelmat voivat johtaa muihin työelämässä esiintyviin vaikeuksiin, esimerkiksi lyhytkestoisen muistin ongelmiin tai vaikeuksiin sopeutua työssä tapahtuviin muutoksiin (Leather et al, 2011). Toisaalta tutkimukset aikuisista, joilla on dysleksia, ovat osoittaneet, että he voivat työskennellä menestyksellisesti monissa ammateissa, mukaan lukien opettajan työn (Reid et al, 2008). Onkin kiinnostavaa ja ajankohtaista tarkastella tällaista ristiriitaista tilannetta ja erityisesti sitä, miten opettajat, joilla itsellään on dysleksia, kokevat siitä aiheutuvien haasteiden vaikutuksen heidän työ-hönsä.…”

“…At the same time the teaching profession has become increasingly complex and challenging, which is reflected in high rates of teacher attrition in some countries (Castro, Kelly & Shih, 2010;Mansfield et al, 2012), and a high degree of work-related stress (Brante, 2009). This has raised questions whether individuals with dyslexia are suitable applicants for teaching (Singleton, 1999;O'Dwyer & Thorpe, 2013) In contrast, research confirms that people with dyslexia have been found to be highly successful and effective at the highest occupational levels, including in the teaching profession (Logan, 2009;Reid, Came, & Price, 2008;West, 2010in Leather et al, 2011. Previous studies on the experiences of teacher trainees' from Canada, UK and US (Duquette, 2000;Glazzard & Dale, 2013;Griffiths, 2011;Macleod & Cebula, 2009;Morgan & Rooney, 1997;Riddell & Weedon, 2013;Riddick, 2003) as well as of those practicing teachers with dyslexia (Ferri, Connor, Solis, Valle & Volpitta, 2005;Ferri, Keefe & Gregg, 2001;O'Dwyer & Thorpe, 2013;Riddick, 2003;Valle et al, 2004;Vogel et al, 2007;Vogel & Sharoni, 2011) confirm their existence.…”

“…They can lead to associated problems at work, such as problems in short-term memory (Leinonen et al, 2001), difficulties in coping with distractions and having to work harder in order to achieve to the same levels of performance as their non-dyslexic peers (Leather et al, 2011). On the one hand, whilst success in employment is not self-evident (Leather et al, 2011), many adults with dyslexia or other learning difficulties (LDs) can work effectively at the highest occupational levels (Reid, Came, & Price, 2008), including the teaching profession.…”

“…Coming to terms with a learning difficulty or being able to utilize it as a tool for teaching (Article I, III) or in professional identity negotiation (Article II) the ter-tiary teachers in the current study needed to reframe their difficulties in a constructive manner and identify not only their weaknesses but, in particular, their strengths. Utilizing one's strengths in an employment context has been found to be one of the keys for adults with dyslexia in order to be highly successful and effective at the highest occupational levels (Reid et al, 2008). For example, enhanced oral communication skills and an ability to delegate have been mentioned as essential tools for success in business for individuals with dyslexia (Logan, 2009).…”

Strategies to Enhance Comprehension in the Healthcare Setting for Patients With Dyslexia

“…Intervention in preschool through first grade can bring a student to grade level, and they will likely not experience further academic difficulties. 6 Lack of recognition, referral, and education creates a lifelong stigma, which impacts quality of life and a person's ability to contribute to his/her fullest potential. Self-esteem and self-worth may be damaged, contributing to behavioral issues resulting in additional psychological and financial cost.…”