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Neil Alexander-Passe
Dyslexic Graphic Designer, London Neil.Alexander-Passe@inghams.co.uk
Abstract
School life to many dyslexics is a 'living nightmare' in which they feel pressured to perform to the standards of their non-dyslexic peers. Can they cope? In most cases, late identification means that the dyslexic has already experienced several years of failure and the stress that comes with failure.
Unrecognised dyslexics go through 'a living nightmare' and those recognised but awaiting assessment or Statementing are in no better situation. If correct help is not given, how can they keep up with their peers and face impending career choices? Faced with this pressure to perform, the dyslexic child must cope. There is no choice! Are they skilled to cope? Do they cope?
A sample of teenage dyslexics (15-17yrs) was chosen to investigate the above questions, using a postal audio interview methodology, N=19.
Results suggest that the majority of teenage dyslexics use Avoidance as a main coping strategy (the difficulty in spelling leading to the avoidance of use of certain words, avoidance of writing, tasks and even of school) in order to try to keep up with their peers in class or survive until the next school day. Such Avoidance has clear advantages (ability to progress with schoolwork) but strong negatives (limits their ability to gain high marks and limits their inclusion at school).
Frustrations as manifestations of years of failure and neglect were also found among the majority of the sample, with the majority also feeling that having dyslexia limits them in life, with possible far reaching consequences when making career choices.
Success with hobbies was found among this group, suggesting although that they experience failure at school, in after school activities they experience success and largely superiority over their peers in physical, musical and other hobbies.
Dyslexic children entering school.
The skills they need are
the skills they lack:
When any child enters school, they enter a world where they need to think and act fast. Many of the skills needed, the dyslexic child lacks. Making it very hard for them to succeed at school.
Their short-term memory and lack of co-ordination could make their school lives very difficult and upsetting.
Do mainstream schools think dyslexics need statements?
OFSTED (1999 p6) found there was 'reluctance on the part of the teachers to accept that the school could not meet the pupil's needs'.
Sadly, many teachers are slow to recognize not only dyslexia, BUT their inability to help them, in the ways they need.
OFSTED have found that much damage can be done to a SEN child's education if teachers won't admit they 'don't know best'.
So we now have a situation where the dyslexic child is suffering and their teacher won't admit there is a problem beyond THEIR ability.
Where the school gave its own 'specialist help', OFSTED found discrepancies occurred between actual and expected performance.
Long-term effects of reading failure.
Thomson (1996) says there are two reactions:
| 'under'-reactions | withdraws, extreme anxiety, e.g. trembling, sweating |
| 'over'-reactions | stress, disruption, aggression e.g. class clown, anger 'couldn't care less' attitude |
So what are the long-term effects of such actions in schools?
Thomson found two main reactions: children either under-react causing withdrawal or over-react causing them to play up, be the class clown or be seen as disruptive.
The study: What is being investigated?
How teenage dyslexics
cope at school
This study with 15-17 year olds looks at how dyslexics cope at school? Can they cope? Do they cope? This postal study used innovative 'audio interview' techniques for data collection.
Why use Audio interviews?
Advantages:
Table 1: Audio interview questions
The questions ask what subjects you find hard at school due to your dyslexia? Any coping strategies? Hobbies? And how THEY feel about their dyslexia. The results can be broken down into four groups: school, social, family and emotional.
Results (15-17yr olds): School
In school, word avoidance is the most frequent coping strategy, with very few asking for help…thus they suffer in silence. Dyslexia is deemed to limit them in life, thus dyslexia is debilitating. Very few asked for help.
Results (15-17yr olds): Social
Socially, only a third of the sample had dyslexic friends…thus they are isolated. Most dyslexics were open about their problems…but not all. Hobbies were commonly found, especially sporty and musical hobbies, which most excelled in…and half excelled beyond the level of their peers.
Results (15-17yr olds): Family
Family, more than half of the sample felt their parents understood their dyslexia…it's a shame there wasn't a higher percentage! More than half of the group had dyslexic parents or family… this confirms dyslexia runs in families.
Results (15-17yr olds): Emotional
Emotionally, it would seem this sample is hurting… Most were frustrated by their inability to communicate with other. Most said having dyslexia was 'a burden to bear', this tells us they see few solutions to their difficulties. The majority had negative emotions about their dyslexia.
Conclusion
Innovative data collection - 'dyslexia friendly'
Therefore I found through the use of fairly innovative 'dyslexia friendly' methods, from a teenage dyslexic teenage sample, that school aged dyslexic's use…
AVOIDANCE To survive their school experience.
This avoidance is very serious. It gets in the way of learning - in fact it prevents them reaching their potential. They would rather risk getting lower marks, than risk being shown up in class in front of their peers and embarrassed by their teachers.
Is there a better way forward?
| Counselling | Rebuilding self-confidence, alongside remedial help |
| Prevention | Training teachers to understand consequences of learning failure |
Interestingly, in treating adult dyslexics…. rebuilding self-esteem is seen as the FIRST key. Why not in schools with children? Rebuilding self-esteem is the key to remediation - this can be done through counselling. But to stop this vicious circle starting - teachers and schools need to be more receptive to the feelings of children, failing in our schools!
Disclaimer: all the abstracts presented here have satisfied the academic committee as appropriate for presentation at an international conference. However, the material reflects the views of the authors, not necessarily those of the academic committee or the BDA. No endorsement of any approach, product or service is intended or implied.
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