Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.

Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.

Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.

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.

Fallstudien beskriver och diskuterar några lektioner med elever som har specifika inlärnings-svårigheter, utifrån skolverkets Allmänna råd, och belyser vilka pedagogiskt svårhanterliga problem och dilemman som kan uppstå när det inte blir som läraren har planerat. Teorin om den proximala utvecklingszonen åskådliggörs. Aktivitetens betydelse för inlärning belyses. Komplexiteten kring lärarskap och ledarskap illustreras. Skolverkets teori om kunskap genom progression, enligt givna årskurser med givet innehåll, stämmer inte alltid med erfarenheterna hos några av verklighetens elever. Samspelet mellan lärare och elever belyses i studien. Be-skrivningar av utvecklingsrelaterade funktionsnedsättningar och psykiskt sårbara barn visar ytterligare hur elevers individuella förutsättningar kan ge konsekvenser för inlärning. / This case study describes and discusses the outcome of some lessons, according to skolver-kets Allmänna råd, given for pupils with specific learning difficulties. It shows pedagogical problems and dilemmas which might occur when things do not turn out as it was planned for. The theory of the zone of proximal development is described in broad outline. The im-portance of action as the foundation to learning is illustrated. The complex role of teaching in the classroom is explained. Skolverket pursue (the theory of) a progression plan, according to the assumption that in a certain grade the pupils learn already defined knowledge based on success from previous learnings, even though it does not always square with the experiences of the pupils state of mind. A brief account of developmental disabilities and psychologically vulnerable children further more pictures how the individual conditions of the pupils can give consequences for the ability to learn.

This thesis deals with specific learning difficulties (SLD) in the context of teaching geography in upper primary schools and secondary schools, trying to figure out whether pupils and students have (or may have) specific learning difficulties when learning geography, whether such problems exist. If so, how can be these problems avoided or at least mitigated. To meet stated goals, it was necessary to answer fundamental questions about the specific learning disabilities. What SLD are? What type of SLD are known? What causes SLD? And what are the typical symptoms? After that, based on the findings from answers to these questions, qualitative research was realised through in-depth interviews. Respondents of these interviews were eight people with learning disabilities - dyslexia, dysgraphia, dysorthography, dyscalculia, and a combination. All interviews were recorded on a tape recorder, transcribed and analyzed using the methods of clustering and capturing patterns (so- called gestalts) using open and axial coding. The results of analysis of these interviews were summarised and provide some insight into the SLD related to teaching geography. KEYWORDS specific learning difficulties, dyslexia, education, teaching, geography

This narrative inquiry examines the stories told by eight young New Zealanders who have experienced specific difficulties with learning. At the time of being interviewed, they were aged from 9-14 years and participating in regular school classes. For the purposes of the study, being a student was identified as a key occupational role and failing to achieve tasks associated with this role was viewed as failure to achieve role competency. The issue of learning difficulties has been extensively researched but rarely from the perspective of young people. A primary goal of the study was to obtain young people's perceptions of the experience of learning difficulties. This is consistent with international moves to obtain the views of young people through research. Narrative interviewing procedures were used and participants were invited to talk about the things they enjoyed doing and felt they are good at doing, as well as the things they had trouble doing. They proved to be capable informants and provided a rich range of narrative data. Interviews were audio taped, transcribed and interview transcripts were synthesised into a story format. Each participant had the opportunity to check their story and give their final consent to its use as data in this thesis. As part of the analytical process, core narratives were constructed to capture the essence of each participant's story, their unique narrative voice, relationship with others and fundamental message. These narratives are presented in full, introducing participants as characters in their own story and revealing the nature of the stories told. In addition, thematic narratives drawn from the stories have been collated into three key categories, which relate to self and learning efforts, relationship with the social world and being occupational. The narrative analysis found that learning difficulties occurred as a negative interruption in the progressive course of participants' story, with the potential to compromise their sense of identity and well-being. However, the study also found that when participants chose to characterise themselves in relation to occupations or roles in which they felt most successful, they were able to express a more positive and holistic identity than that of being "learning disabled". Furthermore, in the context of an occupational narrative that included their talents and abilities, learning difficulties were not necessarily the determining factor in how life was for them or where their lives might go. The implication of the study's findings relate to the importance for young people of not only experiencing competency in significant occupations and roles, but also being seen to be competent. This underpins a positive sense of identity and well-being, which is likely to link to their future. They need to understand for themselves and for those around them to understand, that it is possible to be intelligent yet have trouble with basic numeracy and literacy skills. Empathetic adults have a vital role to play in providing the information, opportunities and supportive context in which young people develop an understanding of their occupational competencies and become competent human beings. There is a place for further narrative research with young New Zealanders; there are many stories from other perspectives yet to be told. Ongoing research conducted through an occupational lens is needed to understand the way in which young people with learning difficulties develop, or fail to develop, an understanding of themselves as competent occupational beings and how this supports or constrains their transition through adolescence into adulthood.

This narrative inquiry examines the stories told by eight young New Zealanders who have experienced specific difficulties with learning. At the time of being interviewed, they were aged from 9-14 years and participating in regular school classes. For the purposes of the study, being a student was identified as a key occupational role and failing to achieve tasks associated with this role was viewed as failure to achieve role competency. The issue of learning difficulties has been extensively researched but rarely from the perspective of young people. A primary goal of the study was to obtain young people's perceptions of the experience of learning difficulties. This is consistent with international moves to obtain the views of young people through research. Narrative interviewing procedures were used and participants were invited to talk about the things they enjoyed doing and felt they are good at doing, as well as the things they had trouble doing. They proved to be capable informants and provided a rich range of narrative data. Interviews were audio taped, transcribed and interview transcripts were synthesised into a story format. Each participant had the opportunity to check their story and give their final consent to its use as data in this thesis. As part of the analytical process, core narratives were constructed to capture the essence of each participant's story, their unique narrative voice, relationship with others and fundamental message. These narratives are presented in full, introducing participants as characters in their own story and revealing the nature of the stories told. In addition, thematic narratives drawn from the stories have been collated into three key categories, which relate to self and learning efforts, relationship with the social world and being occupational. The narrative analysis found that learning difficulties occurred as a negative interruption in the progressive course of participants' story, with the potential to compromise their sense of identity and well-being. However, the study also found that when participants chose to characterise themselves in relation to occupations or roles in which they felt most successful, they were able to express a more positive and holistic identity than that of being "learning disabled". Furthermore, in the context of an occupational narrative that included their talents and abilities, learning difficulties were not necessarily the determining factor in how life was for them or where their lives might go. The implication of the study's findings relate to the importance for young people of not only experiencing competency in significant occupations and roles, but also being seen to be competent. This underpins a positive sense of identity and well-being, which is likely to link to their future. They need to understand for themselves and for those around them to understand, that it is possible to be intelligent yet have trouble with basic numeracy and literacy skills. Empathetic adults have a vital role to play in providing the information, opportunities and supportive context in which young people develop an understanding of their occupational competencies and become competent human beings. There is a place for further narrative research with young New Zealanders; there are many stories from other perspectives yet to be told. Ongoing research conducted through an occupational lens is needed to understand the way in which young people with learning difficulties develop, or fail to develop, an understanding of themselves as competent occupational beings and how this supports or constrains their transition through adolescence into adulthood.

This master thesis deals with the problems of Specific Learning Difficulties such as dyslexia, dysgraphia and dysorthography that show especially in the Czech language. The theoretical part concentrates on the personality of the student with Specific Learning Difficulties. It explains the term "Specific Learning Difficulties". The difficulties (mentioned above) and their symptoms are defined there too. It focuses on the aetiology of Specific Learning Difficulties, their diagnostics and re-educational principles. It also contains a short chapter about sense perception which is closely related to the re-education of Specific Learning Difficulties. The practical part offers the list of re-educational tools, methods and activities for the re-education of dyslexia, dysgraphia and dysorthography. This list is supplemented by the set of worksheets that can be used for example during the correction of Specific Learning Difficulties.