Recent legislative changes have extended the age range of young people with which educational psychologists (EPs) work, to between the ages of 0 and 25, raising the potential for collaborative work between EPs and further education (FE) colleges. One potential area is in supporting young people with literacy difficulties, however, little is known about the viewpoints and practices that exist within FE colleges. This study employs a case study design in exploring the perceptions of literacy difficulties and their assessment among a small group of participants within a learning support department of a FE college, and also within an assessment centre who had a working relationship with the college. Transcripts are analysed using thematic analysis. Processes in the college related to assessment of literacy difficulties are also outlined. General findings included the prevalence of the use of the term dyslexia, and similarities and differences in the way the term was constructed, as well as the impact of literacy difficulties and perceptions of the nature of support that is required. The implications of these findings for EPs, particularly in relation to EP-FE college collaboration are discussed, along with ideas for future research.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:699118 |
| Date | January 2016 |
| Creators | Lyon, Heath |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/7054/ |
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