Using pupil perspective research to inform teacher pedagogy: what Caribbean pupils with dyslexia say about teaching and learning

Abstract

The transformative potential of pupils' voices is well documented in past research by Pedder and McIntyre; and Cooper and McIntyre. In this qualitative research, I utilise a social constructivist framework by Vygotsky to ask pupils with dyslexia about the kinds of teacher strategies that they find helpful to their learning at secondary school in Barbados. This study utilised direct observations and individual interviews as part of a multiple case study strategy of 16 pupils with dyslexia from two secondary schools in Barbados. Findings suggest that there are regular teachers' strategies like more detailed explanations, demonstrations, drama and role play, storytelling, asking questions and enquiry‐based approaches that pupils find facilitative of their learning. This research is guided by the following questions: (1) what do pupils mean when they refer to teacher strategies as helpful?; and (2) what pedagogical approaches do pupils with dyslexia find helpful to their learning at secondary school?

Understanding what makes a positive school experience for pupils with SEND: can their voices inform inclusive practice?

“…In recent years, there has been increasing interest in educational research in eliciting the voices of children and young people with SEND on their mainstream and special school experiences. Overall, the findings indicate that they are capable of expressing their views and feelings (Cefai and Cooper, ; O'Connor, Hodkinson, Burton, et al., ), can make pertinent suggestions for school improvement (Loyd, ), provide constructive feedback for teaching and learning (Blackman, ; Kubiak, ) and, most importantly, can contribute positively to promoting school reform and inclusive practice (Adderley, Hope, Hughes, et al., ). Cefai and Cooper (), for example, in a review of eight small‐scale qualitative studies, reported the reasons given by secondary‐aged pupils with social emotional mental health (SEMH, previously social, emotional and behavioural) difficulties for their struggle to fit into mainstream schools.…”