Session Information
10 SES 14 D, Research on Professional Knowledge & Identity in Teacher Education: Difference and disability
Paper Session
Contribution
Given that an estimated 5-10% of the worldwide population is said to have dyslexia, it is of great importance that teachers have an accurate understanding of what dyslexia is and how it effects their students. The Rose Report (2009), commissioned by the UK government, calls for all teachers to have a working knowledge of dyslexia, yet research has found that teachers hold seemingly stereotypical ideas about what dyslexia is, and are unsure of best practice when working with these students.
Government reports suggest a “lack of coverage in initial teacher training on dyslexia” (Department for Education, 2015, p.58). As teachers are expected to identify and intervene with their dyslexic students, this suggests that they may be entering the workforce without adequate knowledge to do so.
Furthermore, growing research suggests that individuals with dyslexia have a negative academic self-concept, it is important to understand where these feelings come from. Many sociological and psychological theories suggest that the views of those around us affect our own self-concept and identity. Teachers play a vital role in the academic development of a child. Therefore, it is important to know teachers opinions about the label of dyslexia and what may have impacted this.
Aims of this paper were to investigate: How teachers describe dyslexia, the training teachers have received on dyslexia and how this has impacted their knowledge and practice working with students with dyslexia.
Method
An online survey was issued to teachers across the England and Wales (N≈2,600). The survey asked teachers to provide a definition of what they believe dyslexia to be and asked questions about their training experiences. Frith (1995) developed a causal model framework in which dyslexia can be explored through three different levels: biological, cognitive and behavioural. Teachers’ descriptions of dyslexia were coded according to this model in order to understand what they understand about dyslexia. Relationships between their understanding and training experiences were then explored.
Expected Outcomes
This paper demonstrates that teachers held a basic understanding of dyslexia, based on the behavioural issues that it is associated with. Teachers lacked the knowledge of the biological (i.e. neurological) and cognitive (i.e. processing) aspects of dyslexia. Moreover, a number of teachers mentioned visual factors in their description of dyslexia, despite there being inconclusive evidence to suggest a relationship between visual functioning and dyslexia. Further findings demonstrate the importance of good quality teacher training in increasing teachers’ confidence working with those with dyslexia, whilst increasing their knowledge of the cognitive aspects of dyslexia. This paper argues that evidence-based teacher training, that informs teachers of the up-to-date research on the biological, cognitive and behavioural aspects of dyslexia, is essential to combat misconceptions and ensure that teachers have more nuanced and informed understandings of dyslexia.
References
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