Knowledge, Awareness of Problems, and Support: University Instructors' Perspectives on Dyslexia in Higher Education

Autor/inn/en	Schabmann, Alfred; Eichert, Hans-Christoph; Schmidt, Barbara Maria; Hennes, Ann-Kathrin; Ramacher-Faasen, Nicole
Titel	Knowledge, Awareness of Problems, and Support: University Instructors' Perspectives on Dyslexia in Higher Education
Quelle	In: European Journal of Special Needs Education, 35 (2020) 2, S.273-282 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2019.1628339
Schlagwörter	College Faculty; Teacher Attitudes; Dyslexia; Students with Disabilities; College Students; Inclusion; Teacher Student Relationship; Helping Relationship; Foreign Countries; Compliance (Legal); Knowledge Level; Student Attitudes; Educational Diagnosis; Student Problems; Student Needs; Germany + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Collegestudent; Inklusion; Teacher student relationships; Lehrer-Schüler-Beziehung; Helfende Beziehung; Ausland; Wissensbasis; Schülerverhalten; Pedagogical diagnostics; Pädagogische Diagnostik; Studienproblem; Deutschland
Abstract	The present study examines the perspectives of 234 university instructors (UI) about (1) problems they see for students with dyslexia (StD), (2) the support they would need in order to be able to teach StD, and (3) the help they currently provide StD. In addition, information on instructors' dyslexia-related knowledge was collected. The results showed that while instructors are informed about dyslexia itself to some extent, they lack basic information about certain aspects, particularly diagnostics and dealing with StD in an appropriate way. Legal uncertainty aggravates this problem. A third of the instructors had provided assistance to StD in the past, but support is limited to compensational measures in exams. We argue that UI should receive more practical information concerning the above points and that support for StD should facilitate the learning process rather than (just) take the form of compensatory measures in exams. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01