Holistic Teaching and Learning: Are the intervention strategies that are being implemented in a

mainstream school meeting the social and emotional needs of learners with dyslexia?

A dissertation submitted in partial fulfilment of the requirements for a degree of Bachelor of

Education (Hons).

Queens University Belfast

May 2011

1
 Preface.

The aim of this investigation was to ascertain whether the intervention strategies that are

being implemented by mainstream primary schools meet the social and emotional needs of

learners with dyslexia.

This study is an exploratory, qualitative investigation of the perspectives of teachers and

special educational needs coordinators on the nature of dyslexia and the appropriate strategies

that are implemented to meet the holistic needs of the learner specifically emotional and

social needs. It is set within an interpretive paradigm using semi structured interviews and

focus groups to generate qualitative data. Data is analysed using a thematic analysis of

identified themes and concepts within the research data. The results are discussed with

reference to relevant literature as well as recommendations from the Task Group on Dyslexia

(2002) in the context of strategies that cater for the holistic needs of learners with dyslexia.

The data collected suggests that many barriers remain in the development of appropriate

provision for the holistic needs of pupils with dyslexia. The research also suggests that

theoretical understanding of dyslexia and its implications for learners to include social and

emotional matters is deficient amongst some teachers, leading to a mechanical approach to

dyslexic learners with no account of individual needs.

One significant outcome was the strong interest that teachers conveyed in developing

knowledge and future training in order to provide holistic teaching and learning for dyslexic

learners. This is hopeful as in line with recommendations from the Task Group on Dyslexia

(2002) schools should ensure that teachers are up to date with relevant theory and practice

concerning dyslexia friendly learning.

2
 Acknowledgements

I would like to express my genuine appreciation to my tutor Louise Long for her assistance

and guidance in the preparation and presentation of this research.

I would also like to thank:

The primary school and teaching staff that facilitated my research by kindly taking part in the

focus group discussion and interview.

The special educational needs coordinator who shared with me her experience and expertise.

My family for their constant support and encouragement.

3
 Contents

Table of Contents

Chapter One: Introduction and literature review ............................................................... 5

Chapter Two: Methodology ................................................................................................. 15

Chapter Three: Results ........................................................................................................ 22

Chapter Four: Conclusion and recommendations ............................................................. 34

Bibliography: .......................................................................................................................... 39

Appendix One: Consent letter for semi structured interview .......................................... 43

Appendix Two: Consent letter for focus group .................................................................. 45

Appendix Three: Transcript of focus group ....................................................................... 47

Appendix Four: Transcript of semi structured interview ................................................ 50

4
Chapter One: Introduction and Literature Review

5
Introduction:

Through this research I aspired to discover if the intervention strategies that are being

implemented in mainstream primary schools meet the social and emotional needs of learners

with dyslexia.

My inspiration to carry out the research stems from my interest in inclusion as a complex

subject which relates to both educational and social values, as well as to our sense of

individual worth. I specifically chose to focus on the holistic needs of dyslexic learners due to

my personal experiences within the mainstream primary school. I witnessed firsthand the

frustration, stress and anxiety felt by pupils with dyslexia towards various tasks and activities.

I hope that the research will equip me with relevant theoretical insights as well as methods of

best practice to cater for not only the academic but social and emotional needs of all learners.

I plan to use the research to not only investigate the effectiveness of the mainstream primary

school in meeting the holistic needs of learners with dyslexia but to develop my own practice

and awareness of intervention strategies that meet the holistic needs of learners.

Throughout the research I hope to discover;

Research Questions

1) Do mainstream schools recognise the holistic needs of the dyslexic learner?

2) What theory and practice is best suited to meeting the holistic needs of learners with dyslexia?

3) How important is it that teaching staff have an up to date understanding of relevant theory and

practice relating to the holistic needs of learners with dyslexia?

As with all research there are limitations, it is therefore necessary to comprehend that this is a

small scale study that may provide some interesting insights regarding current practice and

perspectives. The study aims not to unquestionably prove any hypotheses but to explore and

examine best practice, concluding with possible recommendations. jujgjhfjkhjghdjkhfjgjfghg

6
Northern Ireland Curriculum and Inclusive Practice

Northern Ireland Curriculum (2007) aspires to empower young people with the skills and

personal qualities vital for lifelong learning, explicitly recognising each child as an individual

with diverse interests and strengths, acknowledging the responsibility of the school to provide

a broad and balanced curriculum that connects with each child enabling them to experience

success in learning and to achieve as high a standard as possible. Identifying each child as an

individual requires educators to realise that pupils have diverse experiences, curiosities and

abilities which influence how they learn hence distinguishing the importance of inclusive

practice.

“Inclusion is not simply about the location or placement of a child. Inclusion

means the participation of children in the curriculum and social life of their

educational settings. Inclusive practices require us to think about the diverse

needs of all children. For example, those with special educational needs, those

whose first language is not English, those in alternative education provision and

those who need help with literacy and numeracy.” DENI (2009) pg 7

Summary

For the purpose of this review I will explicitly focus on the holistic dyslexia-friendly practice

within the mainstream education system, considering recent legislation and educational

research including the Code of Practice on the Identification and Assessment of Special

Educational Needs (1998), The Report of the Northern Ireland Task Group on Dyslexia

(2002) and the Education and Training Inspectorates Report on a Dyslexia-Friendly Learning

Environment (2005) with the hope of discovering the effects of dyslexia on the personal,

social and emotional development of pupils, and the intervention strategies that are purposed

7
for remediation. I will unite this information with relevant literature to examine the benefits

and limitations of current practice within mainstream primary school.

Dyslexia, Self esteem and Self concept

Singleton (2009) purposes that in order to comprehend the contribution dyslexia bears on self

perception an understanding of the difficulties related to dyslexia is essential.

“Dyslexia can be characterised at the neurological, cognitive and behavioural

levels. It is typically described by inefficient information processing, including

difficulties in phonological processing, working memory, rapid naming, and

automaticity of basic skills. Difficulties in organisation, sequencing and other

motor skills may also be present” Northern Ireland Task Group on Dyslexia

(2002) pg 1

The Rose Report (2009) elaborates; dyslexia is a learning difficulty that primarily effects the

skills involved in accurate and fluent word reading and spelling however difficulties may also

be recognised in aspects of number these difficulties being unexpected in relation to the

individuals other abilities. Dyslexia occurs across a range of intellectual abilities and can be

best thought of as a continuum with no distinct categories and no clear cut off points. The

Code of Practice (1998) pg 71 also makes explicit reference to the possibility of emotional

difficulties when considering dyslexia;

“Some children may become severely frustrated and may also have emotional

and/or behavioural difficulties.”

8
Humphrey (2002) makes reference to the possibility of emotional difficulties as does Reid

(2003) claiming that the emotional and social needs of pupils with dyslexia refers to loss of

self esteem and alienation from peers. This can result in lack of confidence which may lead to

behavioural issues due to high levels of stress and anxiety. Pupils may adopt a self defeatist

attitude to education simply giving up or quitting due to their incompetence‟s in areas of

literacy.

Long et al (2007) assert that it is the responsibility of teachers to support in a holistic way the

personal and academic development of pupils who need to overcome their dyslexia. Reid

(2005) claims that academic provision is not enough, social and emotional needs are as

important. Educators need to be empathetic, together with encouragement and support to help

pupils overcome feelings of fear and low self worth.

Negative self referral

O‟ Moore (2000) claims that during primary education children begin to make self referral

statements in comparison to their peers, meaning that pupils experiencing dyslexia may be

making unrealistic comparisons which can be devastating for their developing self esteem.

Humphrey (2002) mirrors this view claiming that children who experience problems in

learning frequently adapt negative self referral styles that cause adverse effects on motivation

thus impacting on academic performance and achievement. The Special Educational Needs

Cross Boarder Exchange Programme (2006) stress the importance of utilising motivation

strategies to raise self esteem, for example guaranteeing a high level of success at the early

stages, employing high interest personalised teaching materials grounded on realistic and

realisable targets and positive reinforcement strategies.

9
Reid (2001) discusses strategies that promote motivation thus raising self esteem. Such

strategies include recognising the pupil as an individual, taking time to get to know the

pupil identifying their strengths. Self esteem and confidence tends to improve when

strengths are identified and encouraged to flourish. Also, ensuring that pupils with

dyslexia become partners in planning their learning, setting small goals both

academically and emotionally will boost self esteem and promote a healthy sense of

self worth.

“High-quality teaching is vitally important if students with dyslexia are to make

progress with their academic learning, but this needs to go well beyond

multisensory or phonemic awareness programmes to encompass the needs of the

whole child.” Burden and Burdett (2005) cited in Long and Mac Blain (2007)

pg 125

Holistic development

Education and Training Inspectorates Report on a Dyslexia-Friendly Learning Environment

(2005) echoes this view of the holistic development of the child academically , socially and

emotionally, illuminating the significance of equipping young people with bypass strategies

such as personal word books listing key subject vocabulary, special arrangements for note

taking and information technology such as personalised laptops to minimise the stresses on

the child thus maximising their capacity to access the curriculum.

Humphrey (2001) underlines the significance of developing a quality relationship between

the adult and child founded on understanding and empathy radiating supportiveness,

friendliness and nurturance communicated through voice, facial expressions and body

language. Moran and Abbott (2006) emphasis the value of aiding the child with their

10
emotional communication skills and maintaining integration and relationships with peers.

Burden and Burdett (2005) suggest how pupils with dyslexia could feel isolated and lonely

perhaps experiencing feelings of embarrassment and anxiety when approaching literacy

grouped tasks or activities. Educators should approach such activities ensuring a safe,

nurturing and emotionally secure classroom atmosphere grounded on positive peer

relationships though mutual understanding and respect, specific group activities could be

introduced appreciating the pupils curiosities and strengths generating positive learning

experiences whilst ensuring that they feel less isolated and more socially included.

Self Esteem and Behaviour

The Code of Practice (1998) identifies feelings of frustration, shame and anxiety due to lack

of identification and appropriate support to be the main causes of acting out behaviours that

can hinder learning experiences. The Special Educational Needs Cross Boarder Exchange

Programme (2006) sustains this analysis that low self esteem or self concept can contribute to

attention seeking, clowning, aggression or withdrawn behaviour. It is vital that teachers

intervene recognising the behaviour as a product of the difficulties the pupil faces due to

dyslexia.

“Once children believe that things will not improve, they are likely to engage in

self defeating ways of coping such as quitting or avoiding tasks, blaming others

for their difficulties... Thus a negative cycle is often set in motion, intensifying

feelings of defeat and despair” Reid (2003) pg 40

Humphrey (2002) outlines possible remediation strategies to include; being able to empathise

with the child understanding the effects of dyslexia difficulties on emotional and cognitive

11
development and finding ways to support the child in managing these challenges. Too often

children become observers of the reactions and feelings of whom they are working with.

They witness the feelings of frustration or confusion felt by parents and teachers due to their

difficulties, the child becomes vulnerable. Moran and Abbott (2006) stress that it is our job as

educational professionals, to ensure that pupils who are experiencing dyslexia do not feel

responsible for the interpersonal and practical issues that can arise from it thus ensuring that

all important people within the child‟s life comprehend the nature of these difficulties and can

empathise with them.

Barriers to Inclusive Practice

Burden and Burdett (2005) claim that Despite recognizing the effects of learning difficulties

on personal, social, and emotional development, many teachers continue to employ teaching

strategies and pedagogies that are essentially procedural based when working with students

with dyslexia, in doing this teachers are failing to address the holistic needs of their pupils.

“Students with dyslexia continue to be viewed by many teachers in the United

Kingdom as having a number of parts that are either defective or inefficient.

When the students‟ feelings and emotions are acknowledged, they are typically

viewed more as barriers to teaching and learning than as important and essential

factors in all pedagogical relationships.” Long and Mac Blain (2007) pg 125

According to Long and McPolin (2009) teachers must extend their concerns for pupil‟s

whom experience literacy difficulties beyond merely academic issues, teacher should strive to

empower young people with healthy and positive attitudes toward the learning tasks with

12
which they are faced as well as equipping them with optimistic thoughts and feeling about

themselves as learners and the tools or by pass strategies to overcome obstacles.

Reid (2003) highlights withdrawal work as a barrier to the development of holistic teaching

and learning. The issue with withdrawal work is that the apparent gains achieved within a

small group are neither generalised nor sustainable within the classroom context. Teaching

strategies used within withdrawal work may contradict with those used in the main classroom

causing confusion. Withdrawal work also gives class teachers less of an incentive to develop

their practice and examine how they could alter or improve their teaching to meet the holistic

needs of all learners.

When considering barriers to holistic dyslexia friendly practice Singleton (2009) identifies a

shortfall in human resources that results in delays in getting specialist support to be a major

problem. Also a shortage of specialist equipment and physical resources impact immensely

on the learning opportunities of the child, classes that are too big and lack of classroom

assistants. Barriers also exist with a lack of time and money to manage inclusion, and the

attitudes towards special educational needs from some mainstream teachers.

Summary

Synopsis of literature review to consider indicators of good holistic practice within the

mainstream primary school:

Recognising the holistic needs of the dyslexic learner;

 All teachers should have an up to date theoretical understanding of the nature of

dyslexia and the academic, social and personal implications is has for learners.

13
  All teaching staff should have an understanding of the indicators of dyslexia and are

able to identify possible cases.

Theory and practice

 Complete training in and employ current practice to meet the holistic needs of

learners with dyslexia.

 Teachers should include pupils in planning their learning, taking time to know the

pupil, identifying their strengths and purpose a structure to overcome their

weaknesses.

 Employ strategies to promote confidence, self esteem and a healthy sense of self

worth.

Teacher training and support

 The school should have a support programme for teachers with dyslexic pupils in

their class.

 Partnership with outside agencies to support and maintain the holistic development of

learners with dyslexia.

 Liaison with parents and guardians to promote holistic development outside of school.

Context.

The literature review has supplied me with the rational for investigating whether and to what

extent mainstream primary schools are meeting the holistic needs of learners with dyslexia.

From the literature I have identified three main areas of enquiry or research questions on

which to build my methodology.

14
Research Questions

(1) Do mainstream schools recognise the holistic needs of the dyslexic learner?

(2) What theory and practice is best suited to meeting the holistic needs of learners with

dyslexia?

(3) How important is it that teaching staff have an up to date understanding of relevant

theory and practice relating to the holistic needs of learners with dyslexia?

15
Chapter Two: Methodology

16
Research Approach

Subsequent to the introductory section and literature review, which have supplied the rational

and key areas of enquiry, the methodology offers a description of how I plan to carry out my

research. As the research question for this investigation is predominantly about collecting

perceptions regarding the social and emotional needs of learners with dyslexia, and how

effectively they are being catered for within the mainstream context, I have chosen to use a

qualitative research approach. According to Cohen et al (2007) qualitative research methods

are descriptive and interpretive, tending to be interactive including interviews and

observations. They are considered to be more subjective rather than quantitative but

potentially very useful or valuable enabling multi sensory channels to be used both verbal and

non verbal to gather opinions, knowledge and views on a specific topic.

I have chosen a qualitative approach with the ambition to receive a descriptive, interpretive

analysis of the perspectives of teachers and special educational needs coordinators on the

nature of dyslexia and appropriate strategies that are implemented to meet the holistic needs

of the learner. To ensure that valid and relevant data is collected I re-examined my research

questions to narrow preliminary ideas into three core areas of enquiry. Main areas are as

follows:

 Teacher‟s perceptions of the nature of dyslexia and its implications on learners self

esteem and self concept.

 Identifying the holistic needs of learners with dyslexia and how they are catered for

within the mainstream context.

 Teachers training and support in identifying and generating a dyslexia friendly

classroom.

17
As the main areas of enquiry for this investigation are primarily about seeking perceptions of

holistic teaching and learning, a qualitative methodology seems more practical and

constructive as it is concerned with exploration in as much detail as possible. I plan to

accumulate data from a focus group initially probing main concepts or themes on which to

base a more in-depth semi structured interview within a mainstream primary school.

Subsequently transcripts will be analysed to realise findings and to identify common

concepts and themes that appear.

Methods of data collection

Planning and constructing a focus group:

Flick et a l(2004) define a focus group as a form of group interview where discussion takes

place based on a particular given theme or topic led by a moderator who seeks to obtain an

insight into participants‟ perceptions and opinions. Focus groups can be valuable as they can

yield insights that may not have been obtainable in a direct interview as participants may

comment or elaborate on others suggestions. Cohen et al (2007) elaborates that it is from the

interaction between participants that rich data emerges, this data may then be used to develop

themes flexibly for subsequent interviews.

However focus groups are not without limitations as Cohen et al (2007) highlights there is a

danger that group dynamics may lead to non participation through the dominance of others

thus the individual‟s strengths will be lost. I shall therefore bear in mind the significance of

creating a respectful yet natural and collaborative environment reassuring that all

contributions are of value and interest.

I plan to facilitate one focus group within the primary mainstream context comprising of four

teachers, two key stage one and two key stage two. When deciding on the sample of teachers

I considered the characteristics of participants with the objective that the sample group would

18
be representative or signify a learner‟s journey throughout mainstream primary education.

With regards to ethical considerations the research shall be conducted overtly, and I have

gained informed consent from the teaching staff participating prior to the group setting via

letter.

I plan for discussion to be centred around three main themes or areas of enquiry, as fore

mentioned; the nature of dyslexia and its implications on learners self esteem and self

concept, how mainstream schools cater for the holistic needs of the learner, and teachers

perceptions of training and support received within the mainstream context to identify and

generate dyslexia friendly classrooms. My rational and ambition for employing a focus group

is to gain a contrived insight, focused on teachers perceptions of holistic teaching and

learning regarding dyslexia.

Flick et a l(2004) claims that focus groups produce rich data from interaction between

participants, Cohen et al (2007) claims that this rich data might be useful to triangulate with

more traditional forms of interviewing. Subsequently I plan to review the focus group

transcripts identifying common themes on which to examine in greater depth through a semi

structured interview with a mainstream special educational needs coordinator.

Planning and constructing a semi structured interview

Cohen et al (2007) defines an interview as a two person conversation instigated by the

researcher for the specific reason of gathering research relevant information. It provides an

opportunity for researcher and participant to discuss or question issues related to areas of

enquiry. Interviews can be useful when in depth specific information is required as there is

direct interaction between the interviewer and interviewee minimising confusion. Also as

interviews are interactive the respondent becomes more involved thus more motivated

enabling a greater rational for the research to be presented.

19
However Mason (2002) claims that interviews present the possibility of subjectivity and bias

from both the interviewer and participant, this may result in inaccurate information being

received. In the context of the interview I wish to carry out, the interviewer is familiar with

the participant, I hope this will aid in easing the formality of the interview and any anxiety

felt.

After careful consideration I have chosen to employ a semi structured interview in

conjunction with the focus group. According to Cohen et al (2007) structured interviews

provide a productive source of information for the researcher to clarify data previously

gained. I plan to facilitate a semi structured interview with a mainstream special educational

needs coordinator. A semi structured interview offers flexibility as the structure of the

interview can be controlled but there‟s still room for spontaneity.

The purpose of using a semi structured interview is to prepare questions based on the analysis

of the focus group transcript, with the aim of gaining a more in depth understanding of

perceptions of dyslexia and holistic remediation strategies. I plan to repeat the main areas of

enquiry used for discussion during the focus group, but also to include any unexpected

relevant information received from the focus group. Questions will be divided into three main

categories including; emotional and social aspects of dyslexia, holistic approaches to

teaching, and teacher training and support. I plan to use open ended questions that provide a

frame, but also minimum constraint on answers and expressions.

Subsequent to the semi structure interview I will review the audio recording and type a

transcript to analyse and correlate data under common themes. I will then identify

commonalities and contrasts that appear within the two transcripts to test whether and to what

extend mainstream primary schools are meeting the holistic needs of learners with dyslexia.

20
Piloting

Cohen et al (2007) claims that before an actual interview takes place it is beneficial to invest

in a pilot as it tests ambiguities that may exist in questions. Prior to the semi structured

interview I plan to pilot the interview questions on two teachers completing initial teacher

training. This will enable me to experience the questions within a context and to assess those

that need further development; it also allows for the elimination of irrelevant questions.

Ethical considerations

Mason (2002) suggests that the area of qualitative research, where ones views and options are

exposed, requires especially sensitive ethical consideration. Reassurance of confidentiality

and personal respect must be central. Prior to research, written consent from all participants

has been obtained, I have also assured confidentiality both written and orally on all

information collected, and the anonymity of participants and the school. Letters presented to

participants outline the rational for the study and also highlight their right to withdraw from

the research at any stage. See Appendix 1 (Consent forms)

Summary / potential limitations

This study is an exploratory, qualitative investigation of the perspectives of teachers and

special educational needs coordinators on the nature of dyslexia and the appropriate strategies

21
that are implemented to meet the holistic needs of the learner. It is set within an interpretive

paradigm using semi structured interviews and focus groups to generate qualitative data. Data

will be analysed using a thematic analysis of identified themes and concepts and evaluated

with reference to current literature and the report produced by the Task Group on Dyslexia

(2002).

I feel that it is necessary to consider the constraints of my chosen methods of research being

that they are purely qualitative. My rational for selecting qualitative methods is related to my

research questions, I seek to discover perspectives, views and opinions on whether

mainstream schools are meeting the holistic needs of learners with dyslexia. Due to time

constrains I had to selectively choose methods that would ensure the collection of relevant

data. I understand that employing purely qualitative methods impacts on the validity of my

research leaving it open to bias, however I am fully aware of my potential to influence the

research and although it is not possible for me to be to be totally objective, I intend to be as

open as possible in recording and recognising the data collected. If I were to complete the

investigation again with a longer time scale I would introduce a questionnaire to ensure

triangulation and an investigation that is more objective and less bias.

22
Chapter Three: Results

23
The underlining purpose of this investigation has been to discover how and to what extent

mainstream primary schools meet the holistic needs of learners with dyslexia. A focus group

was used to seek descriptive, interpretive perspectives from key stage one and two teachers

on the nature of dyslexia and appropriate strategies that are implemented to meet the holistic

needs of the learner. I then probed the transcript from the focus group to facilitate a more in-

depth semi structured interview with a special educational needs coordinator. I will use the

results section of the investigation to analyse the transcripts according to common themes and

concepts that appear.

Both the focus group and semi structured interview were devised using three common themes

dissected from the literature review, relating to areas of holistic teaching and learning. The

themes are as follows;

 Theme One: Perceptions of dyslexia and its implications on learners self esteem

and self concept

 Theme Two: How do mainstream schools cater for the holistic needs of learners

with dyslexia?

 Theme Three: Teacher training and support received within the mainstream

context to identify and generate dyslexia friendly classrooms

I will analyse the results under the same headings or themes with reference to relevant

literature based on good practice and in light of recommendations from the Task Group on

Dyslexia (2002) to examine whether mainstream primary schools meet the holistic needs of

learners with dyslexia.

Focus Group

On the day of the focus group one key stage one teacher was unable to attend; the group

consisted of two key stage two teachers and one key stage one teacher. The focus group

24
provided a means of gathering initial information relating to teachers perspectives on dyslexia

and holistic learning. The focus group lasted for approximately thirty minutes, discussion

commenced on the introduction of the themes.

Theme One: Perceptions of dyslexia and its implications on learners self esteem and self

concept.

Reid (2003) highlights the need to consider the emotional aspects of learning; that learners

with dyslexia can often suffer from feelings of low self worth and incompetence due to

obstacles they face with areas of reading, writing and spelling. The Task Group on Dyslexia

(2002) also recognise the effects of dyslexia on a learners self esteem and confidence thought

explicitly incorporating the emotional and social needs of the dyslexic learner in their

recommendations for good practice.

During the focus group teachers recognised and agreed that in their experience the additional

academic pressures of dyslexia can impact on how pupils view themselves, in many cases

pupils develop a negative self referral.

“I think that the added academic pressures on pupils with dyslexia impacts

massively on how they perceive themselves, some pupils feel they must hide it

from classmates. Sometimes when working with dyslexic learners individually I

feel the embarrassment and frustration they experience.” Teacher A

Teachers also discussed the possibility of dyslexic learners engaging in self defeatist

behaviour by quitting or giving up on tasks. Teacher C also flagged up the issue of children

who slip under the radar because they hide their difficulties so well. One significant outcome

from theme one was that Teacher A expressed concern regarding pupils who lose hope in

relation to overcoming their difficulties. I feel that it is reasonable to asses that the teachers

25
who partook in the focus group illustrate an extensive knowledge of how dyslexia can impact

on a learners self esteem and self concept. According to Humphrey (2002) recognising the

emotional and social implications of dyslexia better equips teachers to genuinely empathise

with their students, it also assists in planning for pupils with dyslexia as teachers can account

for and set goals not only in the academic field but also socially and emotionally.

Theme Two: How do mainstream schools cater for the holistic needs of learners with

dyslexia?

The Task Group on Dyslexia (2002) claim that it is the responsibility of teachers to ensure

and support the holistic development of pupils with dyslexia. Long et al (2007) supports this

view highlighting the significance of equipping pupils with bypass strategies that not only

alleviate academic pressures but also ease emotional strain and stress. Reid (2001) provides

an example of this for spelling difficulties; providing pupils with materials and resources

such as personalised word books or laptops to relieve the pressure of spelling, minimises the

stress felt by pupils, thus allows them to enjoy the learning experience while maximising

their capacity to access the curriculum.

During the focus group teachers responded to theme two with individual responses and

views. Teacher B discussed the benefits listed above from the integration of bypass strategies

encouraging the learner to become more independent.

“individualised word dictionaries, I find this very beneficial in key stage two

because it encourages the child to become more independent increasing their

confidence and promotes a „can do‟ attitude in our classroom” Teacher B

Teacher C focused on a more personalised approach to meeting the holistic needs of learners,

stating that spending time with the child and showing them that you are interested in their

26
achievements can help promote confidence and raise self esteem. Teacher C highlighted the

benefits of knowing the child and the educational advantages this can have;

“I find that when I understand their areas of difficulty I can introduce

personalised ways of overcoming them, for example, if a child has difficulty with

writing but is computer literate why not introduce computers as a means for

developing writing skills, I have used interactive writing frames to excite and

motivate pupils, I find that this improves pupils self esteem and confidence.”

Teacher C

Reid (2003) supports this view stressing that all learners have areas of strength, when their

strengths are identified and encouraged to flourish so does self esteem and confidence. The

Task Group on Dyslexia (2002) concur by recommending that pupils with dyslexia should be

encouraged to discover and utilise their strengths, whilst being given structured support to

practice in areas of weakness.

I feel that it is applicable to say that some teachers appreciate and compose methods of

developing academic performance and self esteem simultaneously. However during theme

two one of the teachers mentioned that the school literacy coordinator withdraws pupils

specifically to develop literacy attainment. Although I recognise that withdrawal does

facilitate one to one and small group learning experiences however referring the literature

review; Reid (2003) highlights withdrawal work as a barrier to the development of holistic

teaching and learning. The issue with withdrawal work is that the apparent gains achieved

within a small group are neither generalised nor sustainable within the classroom context.

Teaching strategies used within withdrawal work may contradict with those used in the main

classroom causing confusion. Withdrawal work also gives class teachers less of an incentive

27
to develop their practice and examine how they could alter or improve their teaching to meet

the holistic needs of all learners.

Theme Three: Teacher training and support received within the mainstream context to

identify and generate dyslexia friendly classrooms

During the focus group session theme three appeared fuzzy and unclear as to what type of

teacher training and how much is necessary to ensure the holistic development of learners

with dyslexia. All teachers agreed that participating in any type of training in dyslexia

developed their theoretical insights as well as their practice, specifically participating in the

dyslexia friendly school programme according to Teachers A and B.

One significant outcome was the strong interest conveyed by Teacher C in developing

knowledge and further training in order to provide suitable and individualised learning

experiences to meet the holistic needs of dyslexic learners;

“I think that including the area of dyslexia within the staff development

programme would raise teacher‟s awareness of the holistic dimensions of

dyslexia as well as ensuring up to date practice within the school.” Teacher C

The Task Group on Dyslexia (2002) recommends that all teachers and support staff have a

good general understanding of the nature of dyslexia and of the difficulties that a dyslexic

child might have when coping in the mainstream school context. Teachers need to be

supported by a programme of continual training and revision to ensure that practice is both up

to date and meeting the holistic needs of learners with dyslexia. However Reid (2003) claims

that it is essential that steps are taken to ensure that good practice is actually implemented and

not just within a written policy.

28
Prior to analysing the focus group transcript I feel that my discoveries have been twofold,

firstly the research suggests that theoretical understanding of dyslexia and its implications for

learners to include social and emotional matters is deficient amongst some teachers, leading

to a mechanical approach with little account of individual needs. On the other hand there are

also teachers who embrace a proactive attitude to their personal development thus striving to

achieve practice that meets the academic, social and emotional needs of learners

simultaneously.

The information and data collected from the focus group provided me with a rich insight into

the perspectives of teachers relating to the importance and practice of holistic teaching and

learning. Subsequent to the focus group I probed the transcript to produce a set of more in-

depth questions for a special educational needs coordinator.

I will analyse the results of the semi structured interview under the same headings or themes

as before with reference to relevant literature based on good practice and in light of

recommendations from the Task Group on Dyslexia (2002). I feel that reviewing each

question in detail is unnecessary instead I will review the most relevant information with

reference to the focus group findings.

Interview

The interview was carried out with the special educational needs coordinator of a mainstream

primary school. The semi structured interview provided a means of gathering more in-depth

information relating to whole school perspectives and policy on dyslexia and holistic

learning. The Interview lasted for approximately thirty five minutes.

29
Theme One: Perceptions of dyslexia and its implications on learners self esteem and self

concept.

Question Two: Do you think that dyslexia affects learners self esteem and self concept?

During the interview the SENCO agreed that in some cases the difficulties associated with

dyslexia can impact on a pupils self esteem and self concept;

“Yes in some cases dyslexia can burden children with stress and anxiety due to

their incompetence‟s in reading and spelling leading to feelings of low self worth.

I have experienced cases where the child felt hopeless, believing that there was no

way to overcome their difficulties” SENCO

As for- mentioned within the literature review the Task Group on Dyslexia (2002) recognises

the effects of dyslexia on learners self esteem and confidence thought explicitly incorporating

the emotional and social needs of the dyslexic learner in their recommendations for good

practice. Pollock (2004) concurs with this claiming that it is essential for teachers to

recognise the emotional needs of learners with dyslexia alongside the academic. The social-

emotional needs of a learner are as important as the academic; the two must cohabit in order

for pupils to truly experience success. It is obvious from both the focus group and interview

that the mainstream school comprehends the necessity of holistic practice specifically for

those pupils with special educational needs.

Theme Two: How do mainstream schools cater for the holistic needs of learners with

dyslexia?

Question One: As a school what do you do to meet the holistic needs of learners with

dyslexia? A) Academic, B) Social and emotional

30
Reflecting on the focus group discussion I found that the schools attention seems to be shared

unevenly toward academic performance, even though both the interview and focus group

exhibits an understanding of the emotional and social needs that are attached to dyslexia.

Interview questions under theme two illustrate how effectively the school provides for the

academic development of pupils with dyslexia;

“Academically we cater for pupils with dyslexia in two ways. Firstly, class

teaching strategies that are dyslexia friendly, including modelled, shared and

guided reading and writing, ICT usage with the star fall package, study buddies,

word walls and personalised dictionary‟s, additional linguistic phonics,

interactive white board, avoiding unnecessary writing with photocopies, pastel

shades for worksheets, integrating multi sensory experiences..... Secondly when

possible we use outreach support from the peripatetic support service provided by

the Education and Library Board, we also use support assistants from Clarawood,

the schools literacy coordinator also provides in class support for forty five

minutes four times a week.” SENCO

The mainstream school most definitely meets the academic recommendations set by the Task

Force on Dyslexia (2002) including the provision of multi sensory teaching approaches,

regular use of ICT resources and packages specifically catering for dyslexic learners as well

as excellent partnerships with outside support agencies. I do recognise the immense effort

that the school makes to ensure that dyslexic pupils can access the curriculum, breaking down

the barriers that dyslexia presents.

However Pollock (2004) stresses the importance of teaching the whole child, that there is

much evidence to suggest that self concept is one of the most significant predictors of

success. According to Long and McPolin (2009) teachers must extend their concerns for

31
pupil‟s whom experience literacy difficulties beyond merely academic issues, teachers should

strive to empower young people with healthy and positive attitudes toward the learning tasks

with which they are faced as well as equipping them with optimistic thoughts and feelings

about themselves as learners.

Question Three: From your experience what do you consider to be the most effective

strategies for raising the self esteem of dyslexic learners?

According to Reid (2003) the most effective strategies for supporting the holistic

development of dyslexic learners are those that incorporate the learner in the planning

process acknowledging their strengths and interests. When pupils become partners in

planning their learning, setting goals that they feel they can accomplish and using their

strengths to help overcome areas for development, self esteem and confidence raises. It is

small measurable steps that are most effective both emotionally and academically. The

interview with the special educational needs coordinator also highlighted the benefits of

incorporating pupil‟s interests and strengths;

“In my experience, I find the most effective strategies to be one to one, when the

teacher shows a genuine interest in the child and can effectively empathise with

their situation. I think that when the teacher develops a relationship with the child

and gets to know their strengths and interests they can provide learning

experiences that are personalised to suit the child‟s needs, however it is not

always time applicable to do this on a day to day basis” SENCO

Reflecting on the focus group discussions and interview transcript I feel that it is

acceptable to conclude that the mainstream school ensures some provisions for

personalised learning experiences, perhaps depending on the teacher‟s view of holistic

teaching and learning and its place within the classroom.

32
Theme Three: Teacher training and support received within the mainstream context to

identify and generate dyslexia friendly classrooms

Question Two: What support is given to teachers with dyslexic learners in their

classroom?

The Task Group for Dyslexia (2002) highlight that teachers need to be supported by a

programme of continual training and revision to ensure that practice is both up to date and

meeting the holistic needs of learners with dyslexia. Reid (2003) claims that it is not enough

for teachers to have an over view of the characteristics of dyslexia, they must possess a wider

vision of how to introduce not only academic assistance but positive reinforcement strategies.

During the semi structured interview the special educational needs coordinator outlined the

support offered to teaching staff within the mainstream context;

 In class support from teaching assistants.

 In class support from the literacy coordinator four times per week.

 My door is always open to teachers who seek advice on any matter of special

educational needs.

According to the educational needs coordinator teaching staff have also received training

through taking part in the dyslexia friendly schools programme and peripatetic workshops;

teachers are also kept up to date with relevant documentation and receive experience of

intervention strategies. The mainstream school in the context of this study fulfils the

recommendations of the Task Group on Dyslexia (2002) by ensuring that teachers have a

support system consisting of training and up to date documentation. However the focus group

highlighted the concern of some teachers regarding more practical experiences of

intervention strategies, I feel that this may be hopeful as within the school development plan

there is a section solely aimed towards raising teachers awareness of educational strategies to

33
accommodate a wide range of learners with varying aptitudes, especially those with special

needs.

Subsequent to analysing the semi structured interview I feel that the mainstream school in the

context of my research appears to have a sound understanding and knowledge of the nature of

dyslexia and the social, emotional and academic implications it may have on learners.

Through the dyslexia friendly schools programme and peripatetic support workshops most

teachers seem up to date with current practice in delivering remediation strategies that meet

the holistic needs of learners with dyslexia. The focus group discussion highlighted how

some teachers adopt a proactive approach to planning, engaging the learner in planning their

learning, setting goals and measurable targets. Some teachers follow the recommendations of

the Task Group on Dyslexia (2002) by supporting pupils to identify their strengths and

purpose a structure to overcome their weaknesses. The focus group and interview also

illuminated how the school employs some methods to promote confidence, self esteem and a

healthy sense of self worth i.e. Star charts, pupil of the week, praise and golden time. The

school also provides a support system for teachers through training and partnerships with

outside agencies to promote the holistic development of learners with dyslexia.

With reference to my findings I will use the conclusion and recommendation section to

establish whether my research is relevant to the research question, I will consider the main

findings of the research and how I could further the research if I had a larger time scale and

greater resources. I will also make recommendations with reference to my findings.

34
Chapter Four: Conclusion and Recommendations

35
Having considered the context of my independent study I have decided to conclude by

initially reviewing the aim of my research and the relevance of my findings in relation to the

research questions. I will then present an overview of my findings under the three themes

used throughout the investigation, and consider the limitations of the study. Finally in light of

my findings I will conclude with recommendations based on my research.

Review of aims and relevance of findings

When instigating the research I aspired to discover if the intervention strategies that are being

implemented in mainstream primary schools meet the social and emotional needs of learners

with dyslexia. The question initially led me to consider the nature of dyslexia and the

implications it has on learners both academically and emotionally, I then researched

remediation strategies that are advised by relevant literature in conjunction with

recommendations from the Task Group on Dyslexia (2002). From the literature review I

dissected indicators of good holistic practice which informed my research questions;

1) Do mainstream schools recognise the holistic needs of the dyslexic learner?

2) What theory and practice is best suited to meeting the holistic needs of learners with

dyslexia?

3) How important is it that teaching staff have an up to date understanding of relevant

theory and practice relating to the holistic needs of learners with dyslexia?

I choose qualitative research methods to collect information and data as the research question

for the investigation was predominantly about collecting perceptions regarding the social and

emotional needs of learners with dyslexia, and how effectively they are being catered for

within the mainstream context. To ensure that valid and relevant data was collected I re-

36
examined my research questions and narrowed preliminary ideas into three core areas of

enquiry. I then used the main areas or themes to scaffold the focus group and semi structured

interview.

Overview of findings

Theme One: Perceptions of dyslexia and its implications on learners self esteem and self

concept.

 It is essential for teachers to recognise the emotional needs of learners with dyslexia

alongside the academic. The social- emotional needs of a learner are as important as

the academic; the two must cohabit in order for pupils to truly experience success.

 Research suggests that theoretical understanding of dyslexia and its implications for

learners to include social and emotional matters is deficient amongst some teachers,

leading to a mechanical approach with little account of individual needs.

 However there are also teachers who embrace a proactive attitude to their personal

development thus striving to achieve theoretical insights and practice that meets the

academic, social and emotional needs of learners.

Theme Two: How do mainstream schools cater for the holistic needs of learners with

dyslexia?

 It is the responsibility of teachers to ensure and support the holistic development of

pupils with dyslexia.

 Research suggests that varying perspectives exist on how best to cater for the holistic

need of learners with dyslexia; including equipping pupils with bypass strategies that

not only alleviate academic pressures but also ease emotional strain and stress, also

personalised approaches to meeting the holistic needs of learners, spending time with

37
 the child and showing them that you are interested in their achievements can help

promote confidence and raise self esteem.

 There is a danger that sometimes teachers may ignore dyslexia or adopt the other

extreme of being over sympathetic, neither of these approaches is appropriate.

Theme Three: Teacher training and support received within the mainstream context to

identify and generate dyslexia friendly classrooms

 It is important that teachers are supported by a programme of continual training and

revision to ensure that practice is both up to date and meeting the holistic needs of

learners with dyslexia.

 One significant outcome was the strong interest that teachers conveyed in developing

knowledge and future training in order to provide holistic teaching and learning for

dyslexic learners. This is hopeful as in line with recommendations from the Task

Group on Dyslexia (2002) schools should ensure that teachers are up to date with

relevant theory and practice concerning dyslexia friendly learning, and it is

incorporated in the schools development plan.

 It is essential that steps are taken to ensure that good practice is actually implemented

and not just within a written policy.

Recommendations

 All teaching staff should be proactive in developing up to date theoretical insights and

practice to cater for the holistic need of learners with dyslexia.

 Any new teaching staff should receive an induction in holistic teaching approaches to

dyslexia.

 Schools should have procedures in place to ensure that good practice is actually being

implemented and not just existing in a written policy.

38
  Dyslexic learners should have their individual needs assessed and catered for

(personalised learning experiences)

 It is recommended that where possible liaison with outside agencies‟ specifically those

concerned with dyslexia support should be instigated.

 Parents should be advised and have opportunities to become involved in ongoing

training to help meet the needs of their child. (Phonics and teaching reading strategies)

Limitations

With all research there are limitations. It is therefore necessary to comprehend that this

investigation is only a small scale study, as I chose to use purely qualitative methods of data

collection there are issues with the validity of my findings and the possibility of subjectivity

and bias. However I feel that the findings provide some interesting insights into the

importance of holistic teaching and learning of dyslexic learners.

Through completing the research I feel that I have most definitely gained benefits in

developing my own practice and awareness of intervention strategies that meet the holistic

needs of learners with dyslexia. The study has also made me more aware of how important it

is for educators to take responsibility for their professional development, to keep up to date

with current literature and practice in all areas of learning. The small scale study presents the

possibility of further research being carried out in the future.

39
Holistic Teaching and Learning: Bibliography

40
Burden, R., & Burdett, J. 2005. Factors associated with successful learning in pupils with
dyslexia: A motivational analysis. British Journal of Special Education, Vol 32 No 2.

Cohen. L., L. Mason, And K. Morrison. 2007. Research methods in education, 6th Edition.
London: Author

Council for the Curriculum, Examinations and Assessment. (2007) Northern Ireland Curriculum,
www.nicurriculum.org.uk/dics/background/curriculum_review/FINAL_WebVersion_PrimaryPropsal
s_KS12.pdf last accessed 1st April 2011

Department of Education Northern Ireland. (DENI). 1998. Code of Practice on the

Identification and Assessment of Special Educational Needs. Bangor: DENI.,

Department of Education Northern Ireland. (DENI). 2005. Education and Training

Inspectorates Report on Developing a Dyslexia-Friendly Learning Environment .Bangor:
DENI

Department of Education Northern Ireland. (DENI). 2002. The Report of the Northern
Ireland Task Group on Dyslexia: http://deni.gov.uk/special_ed_needs/dyslexia.pdf last
accessed March 2nd 2011

Flick. U., E. Von Kardoff., And L. Steinke., 2004. A Companion to Qualitative Research.
London: Sage

Humphery. N., 2001. Personal Constructs and Attributional Style in Developmental Dyslexia.
British Journal of Special Educational Needs: Volume 32 No 2

Humphery. N., 2002. Teacher and Pupil Ratings of Self Esteem in Developmental Dyslexia.,
British Journal of Special Educational Needs: Volume 29 No 1

Long. L. And McPolin. P. 2009. Psychological assessment and Dyslexia: parents’ perspectives. Irish
Educational Studies Vol 25, No. 1

41
Long. L., S. MacBlain. And M. MacBlain. 2007. Supporting pupils with dyslexia at a
secondary level. Journal of Adolescent & Adult Literacy 51. no.2: 124-34

Mason. J., 2002. Qualitative research. Second edition. London: Sage

Moran. A. And L. Abbott. 2006. The Development of Inclusive Schools in Northern Ireland:
A model of best practice .

O‟ Moore. M., 2000. Critical Issues for Teacher Training to Counter Bullying. London:
Taylor Francis

Peer. L. And G. Reid. 2003. Introduction To Dyslexia. London: David Fulton Publishers

Pollock. J., E. Waller., And R. Politt. 2004. Day to day dyslexia in the classroom. 2nd Edition.
London: Routledge Falmer

Reid. G. 2001. Dyslexia: A practitioner’s hand Book. 2nd Edition. Chichester: Wiley

Reid. G. 2005. Dyslexia and Inclusion, Classroom Approaches for Assessment, Teaching and
Learning. London: David Fulton Publishers

Singleton, C. (2009) Intervention For Dyslexia. University Of Hull

42
Holistic Teaching and Learning: Appendices

43
Appendix One: Consent Letter (Interview)

44
 Monday 14th February 2011

Dear teacher,

I am currently undertaking educational research as part of a B.ed Hons degree at St Mary‟s

University College based on the holistic teaching and learning of pupils with dyslexia.

I would be very grateful if you could support me in my research by agreeing to partake in a

short interview.

Any information, opinions or views discussed or recorded during the interview will be treated
with the strictest confidentially. I promise the anonymity of any teaching staff that choose to
participate and of the school itself. All participants have the right to withdrawal from the
research process at any stage.

The data collected will be used to inform my 4th Year education independent study. The
research is to be assessed by St Mary‟s University College for examination purposes only and
participants may receive a copy of the overall results upon request.

Please complete the reply slip below stating whether you accept or decline to partake in the
interview. When I have received any notifications of acceptance I will contact you to arrange
a suitable time and date for the interview to take place.

Your time for giving regard to this matter is much appreciated.

Yours Faithfully

Helen Mc Kernan

Please complete this reply slip and return in the stamped addressed envelope provide before
Monday 21st March 2011.

I jdyfjdhfjndfm Agree / Disagree (please circle) to participate in an interview regarding the

holistic teaching and learning of pupils with dyslexia.

Please don‟t hesitate to contact me with any quires. I can be contacted via email or telephone.

Telephone: 02890431410

Email: hmckernan01@stmarys-belfast.ac.uk

45
Appendix Two: Consent Letter (Focus Group)

46
 Monday 14th February 2011

Dear teacher,

I am currently undertaking educational research as part of a B.ed Hons degree at St Mary‟s

University College based on the holistic teaching and learning of pupils with dyslexia.

I would be very grateful if you could support me in my research by agreeing to partake in a

short focus group with three other members of teaching staff.

Any information, opinions or views discussed or recorded during the focus group will be
treated with the strictest confidentially. I promise the anonymity of any teaching staff that
choose to participate and of the school itself. All participants have the right to withdrawal
from the research process at any stage.

The data collected will be used to inform my 4th Year education independent study. The
research is to be assessed by St Mary‟s University College for examination purposes only and
participants may receive a copy of the overall results upon request.

Please complete the reply slip below stating whether you accept or decline to partake in the
focus group. When I have received any notifications of acceptance I will contact you to
arrange a suitable time and date for the focus group to take place.

Your time for giving regard to this matter is much appreciated.

Yours Faithfully

Helen Mc Kernan

Please complete this reply slip and return in the stamped addressed envelope provide before
Monday 21st March 2011.

I jdyfjdhfjndfm Agree / Disagree (please circle) to participate in a focus group regarding

the holistic teaching and learning of pupils with dyslexia.

Please don‟t hesitate to contact me with any quires. I can be contacted via email or telephone.

Telephone: 02890431410

Email: hmckernan01@stmarys-belfast.ac.uk

47
Appendix Three: Transcript (Focus Group)

48
Theme One: Perceptions of dyslexia and its implications on learners self esteem and self concept

Teacher B: I think that dyslexia is a continuing problem that a child may have with reading,
spelling and writing because of this most dyslexic children do not enjoy literacy lessons.

Teacher A: I think that the added academic pressures on pupils with dyslexia impacts
massively on how they perceive themselves, some pupils feel they must hide it from
classmates. Sometimes when working with dyslexic learners individually I feel the
embarrassment and frustration they experience.

Teacher B: Yes, when pupils experience difficulties with reading specifically, especially
fluency and accuracy this affects all subject areas, in the past I have had pupils who perform
fantastically orally however when given written work to complete they refuse and quit
without trying. I think in some cases depending on the child, this can produce feelings of low
self esteem and self worth, that they are not capable of keeping up with their classmates and
peers.

Teacher A: What worries me most is that some pupils believe that they cannot improve or
change their circumstances that this is how it will always be for them.

Teacher C: I agree, but I think that with some children they not only refuse to complete the
work but start to engage in disruptive behaviour when they reach the later years of primary
school. Some children can act out because of their difficulties and take up the role of class
clown or pick on other children to avoid completing tasks, and then there are those children
who slip under the radar because they hind their difficulties so well, sometimes they depend
heavily on their friends to help them with certain tasks or copy work directly from their
friend.

Theme Two: How do mainstream schools cater for the holistic needs of learners with dyslexia?

Teacher A: Our school has taken part in the Dyslexia Friendly Schools programme; I would
say that we are up to date with teaching strategies and methods to support the academic,
personal and social development of pupils with dyslexia.

Teacher B: From the programme I have taking daily activities that I would use in the
classroom. For example I would use; visual time tables, pair and share activities, interactive
whiteboard with rainbow colouring, shared and paired writing, shared reading, study buddies,
word banks and word walls (colour coded words), individualised word dictionaries, I find this
very beneficial in key stage two because it encourages the child to become more independent
increasing their confidence and promotes a „can do‟ attitude in our classroom.

Teacher C: I think that spending time with the child and showing them that you have a
genuine interest in them and their achievements helps to promote confidence and high self
esteem.

Teacher B: Yes, taking time to get to know the child and to recognise their weakness and
strengths. I find that when I understand their areas of difficulty I can introduce personalised

49
ways of overcoming them i.e. if a child has difficulty with writing but is computer literate
why not introduce computers as a means for developing writing skills, I have used interactive
writing frames to gage and motivate pupils, I find that this improves pupils self esteem and
confidence.

Teacher A: The school also has outreach programmes and peripatetic support specifically to
cater for pupils with dyslexia, as well as support assistants in each classroom for individuals
ensuing that they can access the curriculum.

Theme Three: Teacher training and support received within the mainstream context to identify
and generate dyslexia friendly classrooms

Teacher B: From participating in dyslexia friendly schools programme I have developed an

awareness of positive teaching strategies as well as identification indicators. I have also
completed a workshop with peripatetic support staff specially focused on strategies to include
the reluctant writer in a dyslexia friendly classroom. If I am ever unsure of anything
regarding special needs education I can visit the special educational needs coordinator for her
support and experience.

Teacher A: I have also participated in the dyslexia friendly schools programme and the PPS
workshop. Pupils within my class receive in class support for forty five minutes, four days
per week specifically focused on raising literacy attainment. I have one member of support
staff in my class three days per week who has completed training in linguistic phonics and
spelling in a dyslexia friendly environment.

Teacher C: As I am a recently qualified teacher my training in dyslexia consists of initial

teacher training, in my final year I chose the specialist option module based on special
educational needs in the mainstream setting. I feel that the module prepared me with
theoretical insights however I would benefit from more practical experiences.

* Prompt: Do you feel that you have received adequate training and have enough support to
meet the holistic needs of learners with dyslexia?

Teacher B: With the training I have received I feel confident in my ability to create a dyslexia
friendly classroom, I also follow the schools special educational needs policy with a section
specially focused on dyslexia. However I feel that with such a busy schedule and workload
sometimes it can be difficult to ensure the holistic needs of the learner are being met.

Teacher C: I think that including the area of dyslexia within the staff development
programme would raise teacher‟s awareness of the holistic dimensions of dyslexia as well as
ensuring up to date practice within the school.

50
Appendix Four: Interview (Questions)

51
Theme One: Perceptions of dyslexia and its implications on learners self esteem and self concept

Question One: What would you say dyslexia is?

Question Two: Do you think that dyslexia affects learners self esteem and self concept?

Theme Two: How do mainstream schools cater for the holistic needs of learners with dyslexia?

Question One: As a school what do you do to meet the holistic needs of learners with
dyslexia? A) Academic, B) Social and emotional

Question Two: As a professional, how important is it to raise the self esteem and
confidence of dyslexic pupils?

Question Three: From your experience what do you consider to be the most effective
strategies for raising the self esteem of dyslexic learners?

Theme Three: Teacher training and support received within the mainstream context to identify
and generate dyslexia friendly classrooms

Question One: What type of training does the school provide for teachers relating to
dyslexia?

Question Two: What support is given to teachers with dyslexic learners in their
classroom?

Question Three: As a school how do to keep up to date with ongoing research and
practice relating to dyslexia?

52
Appendix Five: Interview (Transcript)

53
Theme One: Perceptions of dyslexia and its implications on learners self esteem and self concept

Question One: What would you say dyslexia is?

Dyslexia is an ongoing difficulty that a child may have in a combination of areas such as
reading, writing, spelling, memory, coordination and organisation. There is normally a
discrepancy between oral and written ability as well as IQ and literacy scores.

Question Two: Do you think that dyslexia affects learners self esteem and self concept?

Yes in some cases dyslexia can burden children with stress and anxiety due to their
incompetence‟s in reading and spelling leading to feelings of low self worth. I have
experienced cases where the child felt hopeless, believing that there was no way to overcome
their difficulties. I think that some pupils with dyslexia are embarrassed and engage in self
defeating approaches of overcoming it by avoiding tasks or giving up which only deepens
feelings of failure.

Theme Two: How do mainstream schools cater for the holistic needs of learners with dyslexia?

Question One: As a school what do you do to meet the holistic needs of learners with
dyslexia? A) Academic, B) Social and emotional

The schools educational needs policy ensures that pupils with dyslexia are identified as soon
as possible. We use non – reading intelligence tests and the young group reading tests in
primary‟s four and six. Our aim is to identify pupils with dyslexia as early as possible in their
school career and to initiate interventions thought both external assessment from the
educational psychologist and peripatetic outreach support as well as in class strategies and
IEP‟s.

A) Academically we cater for pupils with dyslexia in two ways. Firstly, class teaching
strategies that are dyslexia friendly, including modelled, shared and guided reading and
writing, ICT usage with the star fall package, study buddies, word walls and personalised
dictionary‟s, additional linguistic phonics, interactive white board, avoiding unnecessary
writing with photocopies, pastel shades for worksheets, integrating multi sensory
experiences. It really depends on the class teachers who knows the child and therefore is able
to assess the best methods of remediation.

Secondly when possible we use outreach support from the peripatetic support service
provided by the Education and Library Board, we also use support assistants from
Clarawood, the schools literacy coordinator also provides in class support for forty five
minutes four times a week.

Additionally we extend support to parents by facilitating a six week course for teaching
reading at home. As well as linguistic phonics programmes for parents, and parent reading
partnerships, we currently have three parents trained to teach reading at key stage one.

B)To meet the social and emotional needs of children with dyslexia we encourage self esteem
boosters including praise, golden time, star charts and pupil of the week. Through cross

54
curricular links with PDMU and religion we encourage pupils to recognise themselves as
individuals with unique strengths and talents. We also provide behavioural and emotional
support through Harberton.

Question Two: As a professional, how important is it to raise the self esteem and
confidence of dyslexic pupils?

It is important to ensure that all pupils have a healthy sense of self worth. The ethos of our
school is that we are all individuals with individual strengths and talents; we encourage pupils
to develop a „can do‟ attitude to all areas of learning. I believe that when children have
confidence in themselves their strengths flourish and it is through their strengths that they can
overcome their weaknesses.

Question Three: From your experience what do you consider to be the most effective
strategies for raising the self esteem of dyslexic learners?

In my experience, I find the most effective strategies to be one to one, when the teacher
shows a genuine interest in the child and can effectively empathise with their situation. I
think that when the teacher develops a relationship with the child and gets to know their
strengths and interests they can provide learning experiences that are personalised to suit the
child‟s needs, however it is not always time applicable to do this on a day to day basis.

Theme Three: Teacher training and support received within the mainstream context to identify
and generate dyslexia friendly classrooms

Question One: What type of training does the school provide for teachers relating to
dyslexia?

 The Dyslexia Friendly Schools Programme.

 Peripatetic Support Workshop on „Including the reluctant writer in the dyslexia
friendly classroom‟.
 As part of teacher‟s professional development we encourage teachers to sit in on
lessons prepared by other teachers.
 Providing relevant documentation and experience of intervention strategies.

Question Two: What support is given to teachers with dyslexic learners in their
classroom?

 In class support from teaching assistants.

 In class support from the literacy coordinator four times per week.
 My door is always open to teachers who seek advice on any matter of special
educational needs.

Question Three: As a school how do to keep up to date with ongoing research and
practice relating to dyslexia?

55
Individual teachers have a responsibility to keep up to date with current practice in all areas
of learning and the curriculum; however it is my role as special educational needs coordinator
to keep up to date with relevant literature and practice. For example in relation to resources I
ensure that the school is up to date; I recently ordered talking books for key stage one and
quickionary reading pens for key stage two.

56