A Mixed Methods Study of Guidance Counselling Needs of Adults with Dyslexia within a Social Justice Framework
Author(s):
Petra Elftorp (presenting / submitting)
Conference:
ECER 2016
Network:
Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES G 02, Special Education

Paper Session

Time:
2016-08-23
09:00-10:30
Room:
OB-H1.49 (ALE 2)
Chair:
Jennifer Symonds

Contribution

This paper will present the findings of a doctoral study which is addressing an under-researched topic in the adult education sector. Specifically, the aim of the study is to investigate the guidance counselling needs of adults with dyslexia within the Adult Educational Guidance Service (AEGS) in Ireland, from a social justice perspective. Although located in Ireland, this study can provide important insights externally as it is a topic with limited evidence-based guidelines to support practice.

The conceptual framework guiding this research study can be described as a ‘bricolage’ of three key theoretical assumptions (Kincheloe 2001). Firstly, the research paradigm of this study is pragmatism, which is concerned with practical problems and human experience as opposed to overly theorised and abstract problems (Morgan 2014). Whilst pragmatism can be described as a broad philosophy, the pragmatic paradigm chosen here emphasises the critical elements of Dewey’s pragmatism, as well as cultural and historical contexts (Midtgarden 2012; Kadlec 2006). Secondly, the conceptual framework incorporates a critical and pluralistic social justice perspective, encompassing key concepts such as equity, redistribution and recognition (Fraser and Honneth 2003; Irving 2013; Prilleltensky and Stead 2012). In relation to guidance counselling, this perspective suggests that guidance interventions require a broadened focus, from individual clients to contexts where injustice is rooted (Blustein et al. 2005). Thirdly, an interactionist model of disabilities is outlined in the conceptual framework, where factors impacting on the wellbeing of dyslexic learners are understood to include biological/cognitive, psychological and social factors (WHO 2011).

Research suggests that individuals with disabilities such as dyslexia consistently face disproportionate challenges and barriers in accessing education and work compared to non-disabled individuals (Gannon and Nolan 2006; Pollak 2005). Meanwhile, guidance counselling is described as a tool for the implementation of public policy goals of learning, labour market and social equity (Council of the European Union 2008; ELGPN 2012; OECD 2004). However, education and employment policy discourses are generally framed by meritocracy and neoliberalism which emphasise labour market needs and individual responsibility, with an emergent focus on responsibilisation, flexicurity and career management skills (CMS) without due respect to contextual factors (Sultana 2012). Similarly, dyslexia research and practice are generally concerned with the cognitive difficulties of dyslexic individuals. In contrast, it has been argued that the psychological and social struggles can be more significant than the technical realities of dyslexia due to the attached stigma, the lack of genuine inclusive environments and limited provision of accommodations to ‘level the playing field’ (Burden 2010; Hughes et al. 2009; Irving 2013; NALA 2010). In light of this, the key research questions underpinning this study are as follows:

  1. What are the guidance counselling needs of adults with dyslexia?
  2. What are the experiences of guidance counsellors in relation to providing guidance counselling to adult clients with dyslexia?
  3. What barriers and enablers influence personal/social, educational and career progression of dyslexic adults? 

Method

This study commenced in the Autumn of 2011 and the data was collected in the Autumn of 2012, as well as the Summer of 2014. Due to the complexity of the topic, a mixed methods approach was employed whereby the research questions could be investigated using different methods and different samples (Creswell 2011). Specifically, this study was carried out in two phases. The initial phase explored AEGS guidance counsellors’ experiences of providing guidance counselling to adults with dyslexia through an online survey (distributed to all guidance practitioners within the service with a response rate of 42%). The second phase investigated the lived experiences of adults with confirmed and suspected dyslexia through 14 semi-structured face-to-face interviews. In other words, a combination of what Denzin (1989) refers to as data triangulation (multiple sources) and methodological triangulation (multiple methods) have been used. It has been suggested that quality and equity of guidance can be promoted by prioritising the 'voice of the user' (Hearne 2011; Vilhjálmsdóttir et al. 2011). Thus, this research study focuses on the voices of adults with dyslexia. However, the perceptions of guidance counsellors are also valuable in relation to their knowledge, skills and competencies, as their perspectives may enhance our understanding of the guidance counselling needs, expectations and experiences of adults with dyslexia. They also provide an insight into the challenges they face with regard to providing appropriate and evidence-based guidance counselling to this client group. In considering the design of the study, a reflexive approach was taken and the design can be described as non-nested, complementary and sequential (Morgan 2014; Small 2011). Thus, the findings from each phase were initially analysed separately and then merged and discussed in relation to the literature under a number of identified themes (Bazeley 2012). Due to the purposive sampling method used, the analysis of the quantitative survey data was primarily descriptive and conducted using SPSS, version 20.0. There was also a limited amount of qualitative data from open-ended survey questions which was subject to content analysis. The NVivo software was utilised during the analysis of the findings from the second, qualitative, phase. Thematic analysis was chosen as an appropriate analytical method for its flexibility, richness in details and complexity (Braun and Clark 2006). A thematic analysis approach was also taken when integrating and synthesising the findings from both phases.

Expected Outcomes

Through a pragmatic mixed methods research design and a critical and a pluralistic social justice lens, a comprehensive picture has emerged of current issues in relation to guidance counselling needs of dyslexic adults. Whilst this study is situated in Ireland and highlights contextualised issues, the findings also reveal some issues which bear relevance at a European and international level. Specifically, due to an increased policy convergence within European countries, including the emergent ‘responsibilisation’ discourse (Sultana 2012), issues of equity of access to education and an inclusive support provision are highly relevant throughout Europe. With the expressed public policy goals of social equity (e.g. Council of the European Union 2008; ELGPN 2012), the need for a critical social justice stance is accentuated. It is argued that a social justice focused guidance counselling practice could be a tool for implementation of such goals (Arthur 2014). A synthesis of the overall findings identified two key themes. The first theme relates to ‘lived realities’ of dyslexic adults and the second theme focuses on their progression, coping strategies and support. The experiences of both guidance counsellors and the dyslexic adults highlight a number of recognitive and redistributive social justice issues related to identity construction, self-confidence, and access to funding, assessments, support and education. However, some dyslexic adults experience positive progression through developed resilience and unique coping strategies to overcome the challenges that dyslexia may entail. Whilst this study has found that support needs and strengths of dyslexic learners are highly individual, it has also highlighted the advantages of considering their needs and strengths in relation to biological/cognitive, psychological and social factors (WHO 2011). Finally, these findings have a number of practice, policy and research implications which are currently being explored further by the researcher in the final phases of the dissertation work.

References

Arthur, N. (2014) ‘Social justice and career guidance in the Age of Talent’, International Journal for Educational and Vocational Guidance, 14(1), pp. 47-60. Bazeley, P. (2012). Integrative analysis strategies for mixed data sources. American. Behavioral Scientist, 56(6), 814-828. Blustein, D. L., McWhirter, E. H., and Perry, J. C. (2005) ‘An Emancipatory Communitarian Approach to Vocational Development Theory, Research, and Practice’, The Counseling Psychologist, 33, 215-224. Braun, V. and Clarke, V. (2006) ‘Using thematic analysis in psychology’, Qualitative Research in Psychology, 3(2), 77-101. Council of the European Union (2008) Council Resolution on Better Integrating Lifelong Guidance into Lifelong Learning Strategies, available: http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/educ/104236.pdf European Lifelong Guidance Policy Network (2012) ‘Lifelong Guidance Policy Development: A European Resource Kit’, available: http://ktl.jyu.fi/ktl/elgpn Fraser, N. and Honneth, A. (2003) Redistribution or Recognition? A Political-philosophical Exchange, London: Verso Gannon, B. and Nolan, B. (2006) The Dynamics of Disability and Social Inclusion, Dublin: The Equality Authority. Hearne, L. (2011) 'A social justice perspective to the measurement of individual progression in lifelong guidance', Constructing the Future; Diversity, Inclusion and Social Justice, 6th edn., Institute of Career Guidance, UK. Irving, B. A. (2010). (Re)constructing Career Education as a Socially Just Practice: An Antipodean Reflection. International Journal for Educational and Vocational Guidance, 10, 49-63. Irving, B. A. (2013) ‘Access, opportunity, and career: supporting the aspirations of dis/abled students with high-end needs in New Zealand’, International Journal of Inclusive Education, 17(10), 1040-1052. Kadlec A. (2006) ‘Reconstructing Dewey: The philosophy of critical pragmatism’, Polity, 38(4): 519–542. Midtgarden, J. (2012) ‘Critical Pragmatism: Dewey’s Social Philosophy Revisited’, European Journal of Social Theory, 15(4), pp.505–521. Morgan D. L. (2014) ‘Pragmatism as a Paradigm for Social Research’, Qualitative Inquiry, 20(8), 1045-1053. OECD (2004) Career Guidance and Public Policy: Bridging the Gap, available: www.oecd.org Pollak, D. (2005) Dyslexia, the Self and Higher Education: Learning Life Histories of Students, Chester: Bemrose Press Ltd. Prilleltensky, I., and Stead, G. B. (2012) ‘Critical psychology and career development: Unpacking the adjust–challenge dilemma’, 39(4), 321-340. Small, M.L. (2011) 'How to conduct a mixed methods study: Recent trends in a rapidly growing literature', Annual Review Of Sociology, 37, pp. 57-86 Sultana, R. G. (2012) Flexicurity: Implications for Lifelong Career Guidance, ELGPN, available: http://www.elgpn.eu/publications/browse-by-language/english/Sultana_Flexicurity_concept_note_web.pdf/ World Health Organization (2011) [online] ‘World Report on Disability’, available: http://www.who.int/

Author Information

Petra Elftorp (presenting / submitting)
University of limerick
Education and Professional Studies
Cashel, Co. Tipperary

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