Approximately 15% to 20% of Americans struggle with learning disabilities. The National Institutes of Health reported that 60% to 80% of those with learning disabilities have problems with reading and language skills (as cited in International Dyslexia Association, 2000). Dyslexia is a specific learning disability and according to Moats (2008), it is more common than any other kind of learning disability. Dyslexia varies in degrees of severity. About 4% of those diagnosed with dyslexia are severely dyslexic. This includes some 375,000 school children (Dyslexia Action, 2006). Although dyslexia certainly causes difficulties for children, many of them are bright and capable. Dyslexia also seems to be associated with many strengths and talents. Dyslexic children tend to be very creative thinkers, highly imaginative, and excellent in art, music, or drama (Marshall, 2004). Unfortunately, unless a person is dyslexic it is difficult for anyone, including educators, to understand the struggles and hard work that encompass the day-to-day activities of a dyslexic person's life. The causes of dyslexia still remain a mystery and, therefore, educators and researchers may disagree on the best way to help the dyslexic student learn. Additionally, public educational institutions have been uninformed, ill equipped, and consequently ineffective in dealing with the educational needs of the dyslexic child. The purpose of this study was to examine a school specializing in teaching children with dyslexia for the purpose of determining what methods and practices are being used that are conducive to developing the creative potential of the dyslexic child. The findings revealed that the methods and practices used at the Jemicy School are conducive to developing the creative potential of dyslexic children. The study confirmed that using multisensory and experiential education does foster students' creativity. The school's unique environment along with the effective teaching methods used could and should be incorporated into other school systems. The exemplary education provided by the Jemicy School makes the school a viable benchmark for other schools to follow. The Jemicy School might be a model for educators to follow for helping dyslexic children learn in order to reach their fullest potential.

<p>Syftet med detta arbete var att ta reda på hur medvetna lärare på lågstadiet är av lärstilar och hur de praktiserar detta i sin undervisning. Jag har intervjuat sju lärare på lågstadiet för att ta reda på detta. Lärarna i min undersökning är relativt medvetna om lärstilar. Denna medvetenhet gör att det undervisar både genom att berätta (auditivt), visa (visuellt) och att de låter eleverna göra saker (kinestetiskt/taktilt) för att förstå. Detta gör att de allra flesta elever kan tillgodogöra sig undervisningen. Trots detta upplevde lärarna att de elever som lär in genom att ”göra” saker ofta kom i kläm i skolan eftersom deras inlärningsstil kräver mer arbete av läraren.</p> / <p>The purpose of this study has been to find out how conscious primary school teachers are of different learning styles and how they use them in practice. I have interviewed seven primary teachers for this study. The teachers were relatively conscious of different learning styles. This consciousness means that the education is both auditive, visual and that they let the pupils learn by doing to understand. This cause that the most pupils can profit from the training. Despite this they witnessed how pupils who “learnt by doing “lost out in the classroom because their needs demanded more effort from teachers.</p>

Syftet med detta arbete var att ta reda på hur medvetna lärare på lågstadiet är av lärstilar och hur de praktiserar detta i sin undervisning. Jag har intervjuat sju lärare på lågstadiet för att ta reda på detta. Lärarna i min undersökning är relativt medvetna om lärstilar. Denna medvetenhet gör att det undervisar både genom att berätta (auditivt), visa (visuellt) och att de låter eleverna göra saker (kinestetiskt/taktilt) för att förstå. Detta gör att de allra flesta elever kan tillgodogöra sig undervisningen. Trots detta upplevde lärarna att de elever som lär in genom att ”göra” saker ofta kom i kläm i skolan eftersom deras inlärningsstil kräver mer arbete av läraren. / The purpose of this study has been to find out how conscious primary school teachers are of different learning styles and how they use them in practice. I have interviewed seven primary teachers for this study. The teachers were relatively conscious of different learning styles. This consciousness means that the education is both auditive, visual and that they let the pupils learn by doing to understand. This cause that the most pupils can profit from the training. Despite this they witnessed how pupils who “learnt by doing “lost out in the classroom because their needs demanded more effort from teachers.