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- abstract below

Research into the identification of learning difficulties encountered by pupils with SpLD [Dyslexia] and their Teachers when combined with their demographic siting within an area of Socio-Economic Deprivation

Chendore Luan Doxsey

specialist teacher for SpLD in Daniel James Community School fox21999@yahoo.com

Abstract

The learning difficulties of the dyslexic child affect his/her ability to manage the learning processes, the curriculum and social environment of the classroom, and evincively the home and social environment. The problems faced by both the child and their teacher multiply significantly when they occur within areas of socio-economic deprivation. With an increasing number of children diagnosed with learning difficulties and disaffected social behaviour attending secondary schools sited within areas of socio- economic depression, the present study sought to examine pupils attitudes to learning, the actualities of dyslexia in the classroom, and whether the pupils and their teachers are equipped with sufficient knowledge and experience to deal with the problems that occur as a direct result of culture related norms and learning dysfunction. The research study was composed of a sample of four secondary schools sited within two variant socio- economic areas, the main study directed towards the problems faced by the children from poor and disadvantaged areas. The analysis revealed a strong reliance on teaching/learning styles for the successful promotion of learning and attainment. The necessity of a suitable curriculum enabling valued academic qualifications. The importance of an holistic teaching model and the apparent lack of sufficient information and appropriate strategies available to student teachers and teachers inexperienced with the problems associated with teaching in a school sited in an area of socio-economic deprivation. Finally, the implications of these findings are discussed with recommendations for ongoing and targeted development.

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