Schoolwork of Adolescents with Dyslexia: Comparison of Adolescents', Mothers' and Teachers' Perspectives

Autor/inn/en	Rapus-Pavel, Jana; Vitalic, Helena Smrtnik; Rejec, Tina
Titel	Schoolwork of Adolescents with Dyslexia: Comparison of Adolescents', Mothers' and Teachers' Perspectives
Quelle	In: International Journal of Special Education, 33 (2018) 2, S.264-278 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Dyslexia; Teacher Attitudes; Parent Attitudes; Mothers; Qualitative Research; Adolescent Attitudes; Semi Structured Interviews; Phenomenology; Student Experience; Learning Activities; Anxiety; Teacher Student Relationship; Peer Relationship; Parent Aspiration; Expectation; Accessibility (for Disabled); Middle School Teachers; Grade 6; Grade 7; Foreign Countries; Slovenia + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Lehrerverhalten; Elternverhalten; Mother; Mutter; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Studienerfahrung; Lernaktivität; Angst; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Elternwille; Expectancy; Erwartung; Accessibility; Zugänglichkeit; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Slowenien
Abstract	In the rare qualitative studies of the experience of adolescents with dyslexia in the school context, the authors looked at the perspectives of the adolescents themselves. Attention is rarely focused on the perspectives of mothers and teachers, which are also important in order for the adolescent to cope successfully with challenges in the school context. In the present research, twelve semi-structured interviews were conducted with four adolescents with dyslexia, as well as their mothers and class teachers. The study used interpretative phenomenological analysis (IPA), which focused on the adolescents' experiences of dealing with schoolwork. Three themes emerged from the interviews: the sources of distress in school situations, response to problems, and expectations regarding the provision of assistance. The comparison of the adolescents', mothers' and teachers' perspectives has shown that the individual groups of participants have quite different ways to approach difficulties and to offering the support that is required. These findings suggest a need for greater understanding and partnership in the cooperation between adolescents, mothers and teachers when it comes to planning the support the adolescent needs to deal with schoolwork difficulties. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01