Affective Issues Impacting Children with Dyslexia in a Special School in Ireland

Autor/in	O' Brien, Trevor
Titel	Affective Issues Impacting Children with Dyslexia in a Special School in Ireland
Quelle	In: Journal of Research in Special Educational Needs, 19 (2019) 4, S.315-324 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12450
Schlagwörter	Affective Behavior; Educational Attitudes; Student Attitudes; Dyslexia; Identification; Reading Programs; Educational Experience; Educational Improvement; Self Esteem; Self Efficacy; Physical Environment; Bullying; Educational Policy; Policy Formation; Foreign Countries; Student Participation; Educational Practices; Ireland + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Schülerverhalten; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Identifikation; Identifizierung; Bildungserfahrung; Teaching improvement; Unterrichtsentwicklung; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Natürliche Umwelt; Mobbing; Politics of education; Bildungspolitik; Politische Betätigung; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungspraxis; Irland
Abstract	In this paper, the views of young children towards school in Ireland are presented. The six children at the centre of the study each had a diagnosis of dyslexia and attended a reading school. The project aimed to build on previous research pertaining to the experiences of children with dyslexia in special settings. As the topic of student voice has become central in educational discourse, it was considered important to investigate children's views. The objective was to share these views with practitioners and researchers as a means of improving practice. Focus groups were conducted on two occasions to elicit the expert views of the participants and the data were interpreted using Braun and Clarke's Model of analysis (2006). The key findings pointed to increased confidence, self-esteem and self-efficacy in the special setting. The importance of relationships and the physical environment which impacted the students were also highlighted. The topic of bullying in the context of mainstream schools was also raised by the children. The study signifies the importance of listening to children's views on topics which affect them and raises the issue of whether children should be included more fully in educational matters, both in policy-making and in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01