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Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes

Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes

Ade-Ojo, Gordon O. (2010) Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes. In: International Conference on Special Education (ICOSE 2010), 16-18 Apr 2010, Kyrenia, North Cyprus. (Unpublished)

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Abstract

Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given that there is a lot of apprehensions about practitioners’ and policy makers’ understanding of dyslexia itself (Kerr 2009), it is important that an exploration of the perceptions of literacy teachers who, more and more, have responsibility for the learning of learners with dyslexia be carried out. This study reports such an exploration. It employed a questionnaire survey and a focus group interview to collect data on the perceptions of literacy teachers on issues around the teaching of learners with dyslexia. The data collected was analysed using the conceptual analysis strand of concept analysis (CSU 1999-2009). It found that their perception of dyslexia and their approaches towards teaching learners with dyslexia informed by a dominant discourse which derives from a deficit-model of dyslexia and which concurs with the metaphor of dyslexia and literacy as a form of disease. Furthermore, participants in this research revealed that they had limited confidence on the long-term value of the tuition they provide to their learners. The study concludes by recommending that there is a need to explore alternatives in terms of perceptions and approaches if learners with dyslexia are to succeed in literacy classes.

Item Type: Conference or Conference Paper (Keynote)
Additional Information: [1] This was an invited keynote paper presented at the International Conference on Special Education (ICOSE 2010), held 16-18 April 2010, Kyrenia, North Cyprus. [2] This paper was subsequently published in the International Journal of Lifelong Education, (2012), Vol. 31, (5), pp. 623-641. [See also GALA record 10016].
Uncontrolled Keywords: teaching, dyslexia, Adult Literacy, practitioner-perception, dominant-discourse, policy
Subjects: L Education > LC Special aspects of education
Pre-2014 Departments: School of Education
School of Education > Department of Lifelong Learning & Teacher Education
Related URLs:
Last Modified: 14 Oct 2016 09:08
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/3262

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