Transcript Slide 1

AN EXAMINATION OF THE GUIDANCE
COUNSELLING NEEDS OF ADULT LEARNERS WITH
DYSLEXIA FROM A SOCIAL JUSTICE PERSPECTIVE
RESEARCHER: PETRA ELFTORP (PhD. By Research)
SUPERVISORS: DR. LUCY HEARNE & DR. BARRY COUGHLAN
Department of Education and Professional Studies, University of Limerick
Findings to Inform Practice
Introduction
The overall aim of the study is to investigate the
guidance counselling needs of clients with dyslexia in
the Irish Further Education and Training sector in order
to inform the development of a framework for provision
within the Adult Educational Guidance Initiative
Participants
14 total (10 male and 4 female) Ages ranged from 18 to 67.
12 diagnosed, 1 screened, 1 suspected dyslexia
4 diagnosed in primary school, 8 identified in adulthood. Their educational levels range from primary school to third level.
The findings from the interviews were analysed using Thematic Analysis (Braun and Clark 2006).
The conceptual framework below which encapsulates the themes from the participants’ lived
experiences, and how their progression has been influenced by barriers and facilitating factors.
This poster presents the findings from Phase 2 of this
study:
Phase 1
Online Survey to
AEGI guidance
counsellors
Winter 2012
Phase 2
14 face-to-face
interviews with Adult
learners with dyslexia
Spring & Summer
2014
Synthesis Phase
Synthesis of
findings from
phases 1 & 2
Autumn 2014 &
Spring 2015
Context
How is Dyslexia defined?
Is Dyslexia a Specific Learning… Disability… Difficulty… or
Difference? – Currently, there appears to be no universally
accepted dyslexia definition.
The DES (2001, p.xii) defines dyslexia as:
“difficulties related to the acquisition of basic skills in
reading, spelling and/or writing, such difficulties being
unexpected in relation to an individual’s other abilities and
educational experiences”
Some question the practice of distinguishing between poor
readers and dyslexics (e.g. Elliott and Grigorenko 2014).
The EU High Level Group of Experts on Literacy (2012)
recommends that the label ‘dyslexia’ should be replaced
with ‘struggling reader’. They also state that a dyslexia
diagnosis can be disempowering.
One of the main tasks of guidance counsellors is to address
social justice issues. Adult learners with disabilities is a key
target group of the AEGI services. However, AEGI
practitioners are working under stretched resources
(Bimrose and Hearne 2012). Phase 1 of this study revealed
that they require more specialised services to refer clients
with dyslexia to, more CPD and more resources/time to
address issues properly (Elftorp and Hearne 2014).
Furthermore, guidance practitioners often lack time to
implement social justice interventions such as advocacy
(Arthur 2008).
Methodology
This mixed methods study is underpinned by pragmatism using the method that works best and is most suitable to
answer the research questions (Creswell and Plano Clark
2011).
As part of Phase 2, the ‘Lived Experiences’ of adult learners
with diagnosed and suspected dyslexia have been explored
through face-to face interviews. The participants were
accessed through AEGI services, the Career Paths for
Dyslexia LTI Programme, and through the Dyslexia
Association of Ireland’s social media.
Supporting the Dyslexic Adult Learner
The participants in this study have faced complex psychological, structural and
institutional barriers to educational and career progression (also highlighted by AHEAD,
2013). Based on the findings of this study and some existing knowledge, it may be useful
for the adult guidance counsellor to consider providing the following support to the
dyslexic adult learner:
I just got that acceptance in
myself then that I’m actually
alright, I’m not stupid
Acceptance Follow up on a diagnosis by helping the client
come to terms with being dyslexic, through re-framing of self and
reaching a level of acceptance (Higgins et al. 2002).
(Ben, 40s)
Confidence Experiences of a negative ‘school’ environment can
have a devastating effect on the dyslexic learners’ confidence.
Therefore, confidence building guidance interventions may be needed.
Awareness There is a need for an increased understanding and
I feel I didn’t make anything
of myself. And it’s probably
just confidence and no selfesteem for things, and I’ve
gone through my life feeling
like that now
awareness of dyslexia by educational personnel, including guidance
counsellors and literacy tutors (Herrington 2010). Not least in relation
to the often daunting task of disclosing this hidden disability.
She was like a Lion for
me! She absolutely dove
in and pulled out all the
stops and I breezed back
in [to education]
(Sean, 20s, about his
guidance counsellor)
When I got diagnosed
then I got sort of ‘yes!
we have a label, we
have a name, now let’s
go and get help!’
(Angela, 50s)
Advocacy Some of the participants in this study found it difficult
to access disability services and special accommodations. Advocate
for your dyslexic client, or encourage self-advocacy to increase
access to assessment, support, funding and other entitlements.
Referrals Consider referring the client to dyslexia specialist
training (e.g. Career Paths for Dyslexia LTI Programme) where they
can develop coping strategies alongside literacy training. However,
there may be a lack of local services.
Information Make information accessible by using a dyslexia
friendly format and by helping to identify relevant information.
Labels Contrary to the EU High Level Group of Experts on
Literacy (2012), the findings of this study suggest that the benefits
of a diagnosis and ‘dyslexia label’ outweigh the costs as it
increases access to support and has psychological benefits.
References
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Arthur, N. (2008) Qualification Standards for Career Practitioners, in Athanasou, J. A. and Van Esbroeck, R. (eds.), International
Handbook of Career Guidance, Netherlands: Springer
AHEAD (2013) Numbers of students with disabilities studying in Higher Education in Ireland 2012/13, Dublin: AHEAD
Educational Press
Bimrose, J., and Hearne, L. (2012) 'Resilience and Career Adaptability: Qualitative Studies of Adult Career Counseling', Journal
of Vocational Behaviour, 81(3), 338-344
Braun, V. and Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2). pp. 77-101
Creswell, J. W. and Plano Clark, V. L. (2011) Designing and Conducting Mixed Methods Research, 2nd Ed, Thousand Oaks, CA:
SAGE Publications Inc.
Department of Education and Science (2001) Report of the Task Force on Dyslexia, Dublin: The Government Stationary Office.
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(Dolores, 50s)
Elftorp, P. and Hearne, L. (2014) An Investigation of the Guidance Counselling Needs of Adults with Dyslexia in the Adult Educational
Guidance Initiative (AEGI), Adult Learner, Dublin: Aontas
Elliott, J.G., and Grigorenko, E.L., (2014) 'The Dyslexia Debate'. New York: Cambridge University Press
EU High Level Group of Experts on Literacy (2012) Final Report [online], available: http://ec.europa.eu/
Herrington, M. (2010) ‘Dyslexia’. In Hughes, N. and Schwab, I. eds., Teaching Adult Literacy, Principles and Practice, Birkshire: Open
University Press, pp.313-330
Higgins, E., Raskind, M., Goldberg, R. and Herman, K. (2002) ‘Stages of Acceptance of a Learning Disability: The Impact of Labeling’,
Learning Disability Quarterly, 25, 3-18