Session Information
04 SES 02C, Including Adults
Paper Session
Time:
2008-09-10
11:15-12:45
Room:
AK2 138
Chair:
William Patrick Kinsella
Contribution
Current research confirms that dyslexia is not simply a childhood issue. The demands of the 21st century workplace and an increasing awareness of the importance of including those with learning differences in all aspects of society lead to a need to initiate debate into how the teaching of those with dyslexia engenders a lifelong learning culture. The issues highlighted by this research study are important to stakeholders involved in the education of learners with specific disabilities, in specialist and non-specialist settings in order to consider the provision of appropriate learning opportunities from school though into the transition to work and beyond.
This paper draws on research into the experiences of dyslexic adults to examine the importance of transitions from the world of compulsory education to the world of work. The theoretical background of this work lies in considering social and medical models of dyslexia. At school, the acquisition of knowledge and skills occurs in an environment where knowledge is generally acquired in specialist environments (schools) and facilitated by special trained and designated people (teachers). Once in employment, and possibly despite a variety of possible training opportunities, the onus of continued learning lies with the individual adult. This could be related to a medical model of disability. For those who have had a negative school experience, whilst they might be the most in need of such learning they may be the most unlikely members of the workforce to engage in any formal learning situation.
Globalisation and widening international markets may create conflicts with the international evolution of disability legislation and awareness of inclusion in the workplace. The European workforce needs to include those with disabilities, but can this create conflicts of interest? The nature of the 21st century workplace makes it essential to exploit the strengths and talents of people with a range of learning differences, but it is only through their own understanding and awareness of these that individuals may to be able to seek appropriate and satisfying employment. The challenge for educators is to promote this understanding.
Method
This paper draws data from two related qualitative research studies carried out with adults with dyslexia. Research methodology included in-depth interviews with adults with dyslexia in a variety of employment settings. In addition, research into models of provision, included a focus group for users of such provision and interviews with providers. The study examined how adults with dyslexia perceived their own needs for support as working adults, and how the existing provision through educational providers and voluntary groups met their needs.
Expected Outcomes
Current good pedagogical practice in the teaching of young people with dyslexia takes into account individual learning differences; however, the fact that the recognition of dyslexia in many European countries is relatively recent leads to speculation that a much higher number of adults in the workplace may have no understanding of their very real difficulties. For those adults with dyslexic learning differences, an underestimation of their own strengths can potentially have a negative effect on their employment protects. There is a need for continuing support as they move from a environment where formal teaching takes place into one where their personal development and learning becomes their own responsibility.
References
Bell, S. (2007) Factors affecting the integration of adult dyslexics in workplace environments in England in Society, Integration, Education: Proceedings of the international conference February 23-24th 2007 Rezekne, Latvia: Rezeknes Augstkola Fitzgibbon, G and O’Connor, B, (2002) Dyslexia: A Guide for the Workplace. Chichester: John Wiley and Son, Ltd. Riddick, B (2001) Dyslexia and Inclusions: time for a social model of disability perspective? International Studies in Sociology of Education, Education 11 223-236
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