The goal of this research is to create knowledge and promote understanding of the psycho-emotional experiences of students with dyslexia (SWD) in mainstream classrooms and to offer an opportunity to teachers to consider SWD’s perspectives in informing their teaching practices. To achieve the aims, I will address three questions: What do SWD say about their psycho-emotional experiences in mainstream classrooms in South West England? What do SWD who are now attending university say about their past psycho-emotional experiences in mainstream classrooms in South West England? How might these findings support teachers to develop their practice?

This research will explore various understandings on the research topic as many truths are socially created (Coe, Waring, Hedges & Arthur, 2017). Multiple realities are constructed by SWD and their teachers since there is always more than one meaning (Manning, 2013). I will explore the psycho-emotional viewpoints of university students who have gone through the secondary school system being dyslexic using Vygotsky’s sociocultural theory as a multidimensional approach (Karim & Bronwyn, 2016) to provide an understanding of how the process of knowing is affected by interaction with other people and mediated by community and culture (Amineh & Asl, 2015). Noteworthy, the mind and emotions of SWD develop through the interconnections between ecology, beliefs and the environs (Mesquita, 2012). Following an epistemology based on interpretivism and social constructivism, it is suggested that people want to understand the society they are a part of (Creswell, 2009). SWD actively construct their own knowledge (Schcolnik, 2006) from their experiences, essentially their perspective on their own learning difference can bridge a gap in research, helping to make learning more inclusive for future secondary school SWD. Social interaction and social processes play a role in creating knowledge (Shepard, 2000), hence, by applying a bio-psycho-social model we can gain an understanding of the psycho-emotional experiences of SWD, and how they create meanings through collaboration and interaction (Kalina & Powell, 2009). My use of an inductive conceptual framework is aligned to the theoretical perspectives mentioned and will continue to develop as I read and gather literature on the topic.

Essentially, my conceptual framework has significantly influenced my methodology as it draws on multiple-perspective as well as multi-temporal case study. Participants will be selected using purposeful sampling then data analyzed using thematic data analysis. I will draw on the assistance of gatekeepers (Headteachers, Special Educational Needs Coordinators) to also help source participants. The boundaries of this case study are formed around 3 main cases comprising three groups of individual cases. Case 1 includes the current experience of being a SWD in a mainstream secondary school. I will use semi structured interviews and interactive journal diary to collect this data. Case 2 includes reflections on formerly being a SWD in a secondary school. I will be conducting two focus group discussions with university students to collect this data. Case 3 includes reflections from teachers on teaching SWD in mainstream secondary school. I will use focus group and semi structured interviews to collect this data. Due to COVID 19 restrictions all data will be collected virtually, focus groups and interviews will be conducted via Zoom, interactive journal diaries will be submitted via Goggle Classroom. Ethical approval was received and amendments approved for this study.

This research will generate several potential classroom strategies to improve the psycho-emotional experience and academic attainment of future SWD that could be trialed in post-doctoral research and influence policy relating to mainstream classrooms and enhance the psycho-emotional experiences of secondary school SWD by expanding the knowledge of educators including strategies available to them.

Amineh, R.J. & Asl, H.D. 2015. Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages, 1(1), pp.9-16. Baxter, P., & Jack, S. 2008. Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), pp.544-556. Coe, R., Waring, M., Hedges, L.V. & Arthur, J. 2017.Research methods and methodologies in education. London: SAGE. Cohen, L. Manion, L. & Morrison, K. 2007. Research methods in education. London: Routledge. Grbich, C. 2012. Qualitative data analysis: An introduction. London: Sage. Creswell, J. W. 2009. Research design: Qualitative, quantitative, and mixed methods approaches. Third Edition. Thousand Oaks, CA: Sage. Karim S. & Bronwyn F. 2016. Applications of Vygotsky’s sociocultural approach for teachers’ professional development, Cogent Education, 3:1, DOI: 10.1080/2331186X.2016.1252177. Kalina, C. & Powell, K.C. 2009. Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), pp.241-250. Mack, L., 2010. The philosophical underpinnings of educational research, Polyglossia (19), pp.7-8. Manning, E. 2013. Always more than one. North Carolina, USA: Duke University Press. Mesquita, B. & Frijda, N. H. 1992. 'Cultural Variations in Emotions: A Review'. Psychological bulletin, 112 (2), 179-204. Schcolnik, M., Kol, S. & Abarbanel, J. 2006. Constructivism in theory and in practice. English Teaching Forum, 44(4), pp. 12-20. Shepard, L. A. 2000. The role of assessment in a learning culture. Educational Researcher, 29(7): pp. 4–14.