Young adult learners with dyslexia: their socio-emotional support needs during adolescence

Claassens, Talita; Lessing, Ansie

doi:10.1080/14330237.2015.1007599

Cited by 7 publications

(3 citation statements)

References 15 publications

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“…These findings may help explain why university students with dyslexia speak to negative emotions about dyslexia and low self‐esteem as part of their experience in college (Cameron, ; Carroll & Iles, ; Grella, ; Rose, ) and graduate at significantly lower rates than their non‐dyslexic peers (Cortiella & Horowitz, ). Students with dyslexia often report that colleges do not provide sufficient support to help them navigate and cope with the emotional challenges associated with their learning differences (Carroll & Iles, ; Claassens & Lessing, ; Davis et al, ). Perhaps colleges could offer students with dyslexia opportunities to increase strategies that would prepare them for the workplace.…”

Section: Discussionmentioning

confidence: 99%

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

Nalavany

Logan²,

Carawan

2017

Dyslexia

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This study responds to a call for more research on working adults with dyslexia investigating how employment-related factors affect and relate to one another. Two important work-related factors are self-efficacy and emotional experience with dyslexia. Work self-efficacy is viewed one of the most vital intrapersonal capacities in the work environment. It can be viewed as a subjective indicator of work success and is conceptualized as a multidimensional construct. Research speaks to a unique emotional experience stemming from living with an often misunderstood and stereotyped learning difference. The participants were 173 working adults with dyslexia (average age = 43.5 years, females = 56.6%) who participated in a web-based survey. Hierarchical multiple regression analyses revealed that more negative or uncomfortable emotions emanating from living with dyslexia predicted lower levels of total work self-efficacy, work attributes, work competency, and work anxiety over and beyond background contextual variables. Implications of these findings are discussed.

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Section: Discussionmentioning

confidence: 99%

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

Nalavany

Logan²,

Carawan

2017

Dyslexia

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“…Behavioural difficulties can lead to 'othering' (marginalisation of those who are 'different' or do not conform to 'normal' expectations;McDougall, 2017), negative judgements of children and their caregivers, and bullying (Gwernan-Jones et al, 2015;Twyman et al, 2010). Children and families with neurodiverse conditions such as ADHD, ASD and dyslexia can thus feel criticised, isolated, excluded, and may experience reduced levels of wellbeing (Claassens & Lessing, 2015;Gwernan-Jones et al, 2015;Mazurek, 2014;Ringland et al, 2016). These issues are exacerbated by the challenges and difficulties associated with enhanced caring responsibilities that additional needs require (Gwernan-Jones et al, 2015).…”

Section: Benefits Of Minecraft For Children With Special Educational ...mentioning

confidence: 99%

Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with special educational needs

Hobbs¹,

Hartley²,

Bentley³

et al. 2020

bpsecp

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AimTo gain practice-based insights, we evaluated outcomes from a science-themed Minecraft Club for children with Special Educational Needs over a four-year period. Science topics were introduced, followed by themed building in Minecraft in a multi-player setting. Particular focus was placed on the benefits of playing a shared-interest game in a social and educational context.MethodsMixed-methods interviews and surveys were used to gather feedback from children attending the club and their accompanying caregivers. Inferential statistics assessed the influence of individual differences and club attendance time on responses.FindingsChildren consistently enjoyed attending the club and most felt that they had developed their scientific knowledge. Social-communication skills and confidence were also positively impacted, as reported by both children and caregivers. The accepting and inclusive nature of the club was of high value.LimitationsSample sizes and data collection methods were necessarily restricted and mainly qualitative due to the purpose of the club and the nature of the attending cohort. However, valuable insights were gained from respondents.ConclusionsBoth children and caregivers communicated that Minecraft Club succeeds in providing a context through which children can develop social and communication skills, build confidence, make new friends, and learn about science. These insights have important implications concerning the potential social and educational benefits of Minecraft for children with Special Educational Needs, and the value of extra-curricular clubs that provide safe and supportive spaces for children to thrive.

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“…Needless to say, teachers are among the most influential figures in the lives of all children, including children with dyslexia, and negative comments from them can reinforce feelings of inferiority and stigmatisation (Dale & Taylor, 2001, as cited in Lithari, 2018. Echoing the same idea in their study on children with dyslexia, Claassens and Lessing (2015) found that teachers, especially in the mainstream setting, do not understand their condition or know how to deal with learners with dyslexia in the classroom. Moreover, some teachers passed insensitive remarks in front of the participants' peers and often compared their abilities and other learners' abilities.…”

Section: Introductionmentioning

confidence: 98%

Psychosocial Functioning in Children with Dyslexia: Perspectives from Parents, Counsellors and Teachers

Bajaj

Bhatia

2020

DCID

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Purpose:The study aimed to understand the issues and challenges encountered by various stakeholders (teachers, parents and counsellors) working with children with dyslexia in the inclusive school context. Method:Using purposive and snowball sampling, 20 teachers, 20 counsellors and 20 parents (mothers) of children with specific learning disability (dyslexia) were selected from 8 inclusive schools in Delhi. A qualitative approach was adopted, with a semi-structured interview schedule to elicit responses. Qualitative thematic analysis was used as a framework for data analysis.Results: Parents experienced negative feelings due to lack of awareness and acceptance of dyslexia. Counsellers felt parental ignorance led to delay in assessment and remediation. Parents and counsellors perceived lack of support from schools and lack of empathy among teachers. Teachers confessed they lacked training to deal with dyslexic learners, were unaware of policies and concessions for them, and were currently overburdened with their workload. Conclusion:There is a need to hold psycho-educational workshops for parents in order to increase their awareness, and conduct training workshops (pre-service and in-service) for teachers to increase awareness and build empathy. Schools should provide in-house assistive services such as assessment and remediation, and redefine the goals of education to focus on the holistic skills of children.

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Young adult learners with dyslexia: their socio-emotional support needs during adolescence

Cited by 7 publications

References 15 publications

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

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

Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with special educational needs

Psychosocial Functioning in Children with Dyslexia: Perspectives from Parents, Counsellors and Teachers

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