Unit:
Κατεύθυνση Ειδική ΑγωγήLibrary of the School of Education
Author:
Laskari Despoina-Klytaimnistra
Supervisors info:
Ευδοξία Ντεροπούλου- Ντέρου, Επίκουρη Καθηγήτρια,Τμήμα εκπαίδευσης και Αγωγής στην Προσχολική ηλικία, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
«Έχω μαλώσει με την ορθογραφία, έχω μαλώσει άσχημα»: Διερευνώντας τις απόψεις και την εκπαιδευτική εμπειρία μαθητών ενός δημοτικού σχολείου, που φέρουν τη διάγνωση της δυσλεξίας, αναφορικά με τις διδακτικές μεθόδους και τη μαθησιακή προσέγγιση του γραπτού λόγου.
Translated title:
“I have fought with spelling. We’ve been in big fight” Researching the views and educational experience of students from a primary school with the diagnosis of dyslexia, regarding the teaching methods and the learning approach of literacy.
Summary:
The present study researches children’s view regarding the meaning of dyslexia, literacy and the teaching methods and learning approaches implemented in their class. Pupils are given the opportunity to express their experience regarding the educational practice, the challenges they may face as well as propose changes.
The research is framed by theories of the medical but also social dimension of dyslexia, literacy and specific inclusive teaching methods and learning approaches. This research is concerned to be a quality research of experiences and opinions with research tool the semistructural interview. The sample was chosen by the convenience sampling method and consists of ten pupils with the diagnosis of dyslexia from a primary school in an urban area. The method used for the qualitative analysis is the thematic content analysis.
Findings demonstrate that children’s perceptions regarding dyslexia, literacy and learning approaches are diffusely influenced by their social environment. A deficit tone is discerned in the approach of dyslexia. Literacy is approached mainly emphasizing on its mechanism and not its function of extracting meaning. Its necessity is confined in the school frame while negative feelings regarding literacy are mainly expressed by the older children. Pupils’ challenges, with stress taking the first place, are connected with educational practice and children’s own suggestions of change, in order to cope with challenges, are expressed emphasizing on active and experiential learning.
Keywords:
Dyslexia, literacy, teaching methods, learning approaches, students of primary education
Number of references:
150
