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Introduction: Dyslexia is the most common specific learning difficulty, affecting of about 6% of the population. In medicine, the numbers of learners disclosing a diagnosis of dyslexia is rising. Small-scale studies have begun to venture into the effects of dyslexia on the education of medical students, and doctors in foundation year training and beyond. There is a call for research to develop a more nuanced understanding of how dyslexia affects doctors during their training and practice. Methodology: Using interpretative phenomenological analysis, this project aimed to develop a greater understanding of the ways in which dyslexia affects the training and practice of doctors. The data collection followed a three-phase approach, employing semi-structured interviews, a Self-Characterisation Sketch exercise, and Critical Incident Reflection audio-diaries. Analysis: In-depth, idiographic analysis of anonymised case studies for 10 doctors in training across a variety of specialties, from England and Wales was undertaken. The detail of the analysis cannot be adequately captured in a short summary but the overarching themes identified in the data included: Self; Belonging; and Coping. Each theme is supported by subthemes: good enough, chaos and power of the label; black sheep, conformity, and community; and difficulties and capabilities, agency and attribution, and strategies and risk, respectively. Notable ‘pearls’ within the data included the notion of partitioning, and that of brute failure. Discussion: The in-depth analysis of these doctors’ experience of their dyslexia, with reference to their education, training and practice, provides a unique insight into an unstudied aspect of lived experience of doctors. The analysis of the data from these doctors offers a unique understanding of self-concept, attribution and learned helplessness. These findings bear significance for engaging with, and seeking help from the team and wider structures in medical education. Synthesis of this analysis with wider literature would suggest a role for self-compassion and individual counselling approaches in medical education.

Three EFL classrooms in primary schools in Greece were introduced to dyslexia friendly practices so as to explore whether dyslexic pupils’ inclusion was enhanced. The aim of this study was to investigate the impact of the dyslexia friendly practices on dyslexic and non-dyslexic EFL pupils’ performance and motivation. EFL teachers’ experiences of the introduction of the dyslexia friendly practices were also explored. Classroom observations, focus groups and teacher and pupil interviews before and during the introduction of the dyslexia friendly practices were conducted. A personal research diary was kept throughout the whole study. It was shown that, the dyslexia friendly practices enhanced dyslexic EFL pupils’ participation in classroom activities and increased their motivation towards learning English. However, less visible changes were shown in their performance. In contrast to the dyslexic EFL pupils, most of their non-dyslexic peers showed improvements in both their motivation and performance. All three EFL teachers experienced positively the introduction of the dyslexia friendly practices while the need for more training on dyslexia was highlighted. These findings indicate that the dyslexia friendly practices enhance inclusion for dyslexic pupils in foreign language education and have positive effects on all classroom pupils and the teachers’ practice. This study contributes to the field of language teaching for dyslexic pupils and suggests a need for more studies on dyslexia support in foreign, second and additional language learning contexts.

This study investigates learning difficulties involving volumes of solids of revolution (VSOR) at two FET colleges in Gauteng province, in South Africa. The research question for this study was: Why do students have difficulty when learning about volumes of solids of revolution? In order to answer the research question five skill factors were identified as the conceptual framework, subdivided into 11 elements. The five skill factors are: I. Graphing skills and translating between visual graphs and algebraic equations/expressions, II. Three-dimensional thinking, III. Moving between discrete and continuous representations, IV. General manipulation skills and V. Consolidation and general level of cognitive development. Before collecting the main data for this study, a preliminary study and a pilot study were conducted. The data for the main study were then collected in six different investigations. The investigations consisted of two runs of a questionnaire, classroom observations, examination analysis; detailed examination responses and an interview with one student. The results from the questionnaire runs as well as the pilot study reveal that students performed poorly in tasks involving three-dimensional thinking (Skill factor II), moving between discrete and continuous representations (Skill factor III), and consolidation and general level of cognitive development (Skill factor V). Students' performance was satisfactory in tasks involving graphing skills and translating between visual graphs and algebraic equations/expressions (Skill factor I) and general manipulation skills (Skill factor IV). Students were also more competent in solving problems that involved procedural skills than those that required conceptual skills. The challenges that students were faced with in class, evident from the classroom observations allude to the fact that the topic of VSOR is difficult to teach and to learn. It is recommended that VSOR be taught and assessed more conceptually in line with the five skill factors; that curriculum developers must communicate with other stakeholders like industries and other institutions of higher learning and that the Department of Education must provide adequate training for these teachers and liaise with industry in this regard. It is also recommended that the suitability of this topic for the particular cohort of students be reconsidered as it appears to be of too high cognitive demand. / Thesis (PhD)--University of Pretoria, 2012. / Mathematics and Applied Mathematics / unrestricted

The study is designed to capture teacher knowledge, beliefs and attitudes towards the teaching and learning of children with dyslexia/ learning difficulties within the Greek context. It provides insights into understanding about teachers’ attitudes towards inclusion, which can shape professional identity. The umbrella research question is: how can teachers’ experiences of, and beliefs and attitudes about, children with learning difficulties/dyslexia influence teachers’ attitudes towards inclusion, in the context of Greek mainstream primary school? The meaning of dyslexia is viewed from the point of view of mainstream and special primary school teachers’, which is in turn informed by the Greek government’s revised definitions. In practice in Greece ‘dyslexia’ is used as an umbrella term for learning difficulties. Despite the seeming contradiction, it is not uncommon for children with mild learning difficulties to be categorised as having dyslexia. The focus of this thesis is then on the teachers’ beliefs about teaching children with some kind of learning difficulty, who they would consider as dyslexic. Recent education policies encourage a search for pedagogical methods and teaching techniques, to respond to the diversity of the needs within mainstream classrooms. However, although the Greek government has introduced inclusion, many teachers believe that they do not have the skills or resources to manage the situation. Multiple case study methodology is used and the unit of analysis is the individual teacher. This allows engagement with teachers’ beliefs about inclusion of children with dyslexia within the Greek context. Analysis was within the set of data connected with the individual teacher in order to show the existence of their beliefs and later themes were identified across the cases. The sample consists of 20 Greek primary teachers: 17 mainstream teachers and 3 special school teachers. It is purposive, not representing the wider population, for it is deliberately selected to capture a diversity of beliefs informed by known factors, according to international literature (age, teaching experience, severity of case etc). This provides evidence for the existence of identified beliefs rather than the inference of the prevalence of certain beliefs amongst the population. A number of research instruments have been used: interviews with concept maps, observations, narratives and review of documentation. Progressive focusing on the research question during initial analysis led to the identification of two of these cases for more in-depth study, including sustained classroom observation. These are referred to as the “in-depth cases”.Thematic analysis reveals themes of beliefs and attitudes, encoding problems that participants are trying to resolve or to make sense of, and how certain beliefs about the inclusion of children with learning difficulties are mediated by deeply rooted cultural models of disability, compassion and learning. The diversity is illustrated amongst participants with a small number of examples. The study situates the individual accounts in the wider socio-cultural and political context. Prevalent teacher attitudes combine high performance- as historically established in Greece-transmission teaching and disability as limiting, a lack in some way. On the other hand, alternative inclusive practices come mainly from teachers who had received specific related professional development, which included opportunity for critical reflection on their teaching practices. These cases demonstrate the diversity of certain beliefs that influence attitudes, and give a pointer to how one might tackle change.

As parent researcher and in light of perceived failings of studies found in the literature this research explores the experiences of parents who have a baby described as having a learning difficulty by employing an alternative broad methodology underpinned by ‘critical hermeneutic phenomenology’. The subsequent ethical trials of adopting such an approach are scrutinised as this bears important relevance to the overall finding that parents’ perspectives are rarely taken into account by those who have little or no experience themselves. Empirical data is generated via recorded and transcribed conversational interviews with four parent participants where the content subsequently informs the critical subject matter discussed throughout the work. The hermeneutic endeavour utilises Interpretative Phenomenological Analysis (IPA) as a guiding channel and although participants’ informed consent for the interpreted construction of experience was gained beforehand, significant limitations with this specific process are highlighted. As such, the methods of work in progress are presented in detail with additional reflexive commentary in the extended appendices to facilitate reader understanding of the development of interpretation as well as to promote confidence in the integrity and ability of the researcher and satisfaction regarding the overall quality of the composition. The findings reveal that parental experience as ‘phenomenon’ can be contemplated as an emotional passage of a ‘self’ that is embroiled in ‘abnormal’ circumstance made most complex via impinging myriad forms of societal organisation. From the data generated, the latter is recognised as being subject to historical legacy at micro as well as macro levels, over time and according to cultural belief. In support of this finding, the socio-historic concept is explored more fully in a dedicated chapter. Further empirical evidence suggests that parents strive to achieve their perceived understandings of normality as brought to consciousness through the associations they make with others and their social environment. Parental activities specifically reveal individual pressures arising as a result of inter-sectional social systems where perceived work and gender roles (for example) also expose anti-social moralistic behaviours. Encouraging further work which promotes a ‘perspectives approach’ to advance the understanding of parents and their experiences, the thesis concludes with realistic expectations for progression towards an improved societal moral condition.

Teachers are often the source of referrals to Occupational Therapy in mainstream schools. The researcher wanted to determine what the Grade one teachers’ perceptions are regarding Occupational Therapy and children with learning difficulties. A qualitative descriptive approach was adopted to gather in-depth information about the teachers’ lived experiences and thus gather information about their perception of Occupational Therapy and children with learning difficulties. This study was conducted in Tshwane South District, Gauteng. A total of seven focus groups where held at the three types of mainstream primary schools namely: No-Fee-, Former Model-C- and Private schools. The focus groups were recorded with written permission and data was transcribed and analysed. The themes highlighted the knowledge, perceptions and attitudes of the teachers towards Occupational Therapy and the children with learning difficulties. It furthermore indicated the teachers’ perception of the role that parents play in helping their children with learning difficulties. Teachers’ perceptions proved to be important when referring a child with learning difficulties to Occupational Therapy. / Dissertation (MOccTher)--University of Pretoria, 2017. / Occupational Therapy / MOccTher / Unrestricted

The purpose of the study was to evaluate the appropriateness of the Hiskey Nebraska Test of Learning Aptitude as a measure of ability for Navajo students with suspected learning difficulties. Item analytic procedures were employed for the 61 students in the younger group (ages 5-10) and for the 57 students in the older group (ages 11-17). Using Hoyt's analysis of variance routine, reliability estimates of .87 (younger group) and .81 (older group) were obtained. The majority of the items discriminated in the appropriate direction for both subtest and total test scores. It was concluded that the Hiskey Nebraska Test of Learning Aptitude would give acceptably reliable and consistent results for Navajo children with suspected learning difficulties. Further research to demonstrate validity of the instrument for this population was discussed.

This dissertation is concerned with the under-researched subject of supporting people with learning difficulties to be in control of their own self-advocacy group while undertaking self-directed research. Guided by the social model of disability and emancipatory disability research principles I supported a group of people with learning difficulties within a self-advocacy organisation throughout the course of their own self-directed research project. At the same time, drawing upon various sources of data, I reflexively studied and analysed my own support practice, constructing the critical ethnography that is this dissertation. There were two purposes for working in the above way: (a) to provide the most effective support I could for the researchers to gain and maintain control of their research group and (b) to analyse the processes and challenges involved in providing support for self-directed self-advocacy group members and researchers (in order to develop the literature in this area). Analysis of data revealed the following. Supporting self-directed researchers with learning difficulties requires a broad range of involved, interconnected interpersonal support skills. Working in this way can present supporters with unforeseen time-consuming tasks as well as intellectual and psychological challenges as they respond to the needs and requests of the supported group. Supporting people with learning difficulties to be in control in this way, where the balance of power is actively weighted in their favour, is not only complex it can lead to the supporter facing institutional pressures to assume control over the group, feelings of psychological discomfort or stress and ethical dilemmas. Anaysis of the data led me to conclude that drawing specific boundaries around supporter behaviour and monitoring or developing an actively non-authoritarian practice through a process of critical reflection can be an important aspect of providing consistent and effective support for self-directed researchers with learning difficulties.

The study is a qualitative explanation of the manifestations of learning support in the lives of high school learners experiencing barriers to learning. The primary research question that guided this study was: How does learning support manifest itself in the lives of high school learners? Nine learners repeating grade nine were sampled to participate in the study. Co-participating were nine family members, seven educators and the principal. Interviews and observations were conducted to determine the nature of barriers to learning experienced by high school learners, and the ways in which learning support manifests in their lives. Theme analysis was then used to analyze the data collected. This process yielded two main themes, e.g. barriers to learning and manifestations of learning support . The two main themes were then further divided into eight sub-themes and fourteen categories. The findings of the study are articulated in terms of the ecosystemic perspective, which then indicated that barriers to learning issued from factors related to learners, educators, families, the education system and society. The sub-themes and categories that emerged on barriers to learning are discussed in detail in the thesis. The study further revealed that learning support manifests in diverse ways for the participants in this study, i) in terms of knowledge about and the availability of learning support, ii) in terms of guidance, advice, motivation, encouragement and one-on-one support, iii) in terms of extra classes, extra work and assistance with schoolwork and finally, iv) in terms of the mobilization of available resources. In conclusion, the study illustrates that there is low consistency in the ways in which learning support manifests in the lives of the learners in the study. It also shows a lack of formal avenues that can be accessed for learning support by the learners experiencing barriers to learning. / Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2007. / Educational Psychology / unrestricted