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1. Abstract The focus of my research is dyslexia in the Irish education system. 1.1. The key research questions were: What level of knowledge do Primary and Post Primary teachers have of dyslexia? What are dyslexic student s experiences at both primary and post primary school? 1.2. A mix method approach was used. The quantitative data was gathered using three separate questionnaires. 89 Post Primary teacher, 73 Primary teacher and 48 Post Primary dyslexic student questionnaires were collected. The qualitative data was collect using 14 semi structured interviews with students. 1.3. The key findings were: Primary teachers had more training and a better knowledge of dyslexia than Post Primary teachers. 45% of dyslexic students reported being bullied with dyslexia being a contributing factor Primary and Post Primary teachers had a tendency to list a narrow range of dyslexic symptoms. Whereas dyslexic students reported having a wide range of symptoms. There is more and better support for dyslexic students in primary than post primary school. Students disliked teaching methods that involve writing or reading.
2. Results of Questionnaires 2.1. Results of Student Questionnaire 2.1.1 Teaching methods Preferred\Disliked by dyslexic students. Students were given a list of 10 teaching methods. The 5 most preferred teaching methods are discussion (47%), Project work (43%), Taking Notes (37%), Pair/Group Work (37%) and experiments and demonstrations (37%). The 5 most disliked symptoms are learning from a book (43%), reading from a book (43%), written work from a book (35%), taking notes (30%) and lectures (28%) Dyslexic Students Prefered Teaching Methods 47% 43% 37% 37% 37% Teaching Methods Disliked by Dyeslexic Students 48% 43% 35% 30% 28%
This shows students disliking work that involves having to read or write. This is because in the process of reading and writing a dyslexic student may experience many symptoms. This means students may not be focusing as well on the material that is to be learned but trying to keep control of their symptoms. There was no teaching method that all students liked or disliked this is because all dyslexic students have different symptoms and therefore one teaching method will not suit all student with dyslexia. For example taking notes appeared in both the 5 most preferred and disliked teaching methods. This could be due to a student either having or not having certain symptoms. 54% of students said they forget easily, meaning taking notes would allow them to retain information in written form. Other students may not have memory issues and struggle with not copying correctly (48%) or slow speed of copying (40%). 2.1.2. Bullying with dyslexia being a contributing factor 45% of students reported they had been bullied with dyslexia as a contributing factor. Have You been bullied with dyslexia being a contributing factor? no 55% Yes 45% Bullying can have devastating effects but unfortunately people with a learning disability are more likely to be bullied than their peers.
2.2. Results of Primary teachers questionaries 2.2.1. Primary school teachers with dyslexia The research found only 1% of teachers reported having dyslexia. Primary Teacher with Dyslexia Yes 1% No 99% Approximately 10% of the population have dyslexia but yet only 1% of Primary teachers reported having it. This under representation of dyslexia by teachers may lead to teachers knowing the symptoms but having little knowledge of the emotional and social difficulties that come with dyslexia. 2.2.2. Activities students with language exemptions do during Irish in primary school Primary teachers were asked what dyslexic students do during Irish lessons. 41% do resource, 20% do Irish, 73% do assigned work and 39% work on computers. Activity Students with Language Exemptions do During Irish 73% 41% 39% 20% Resource Irish Assigned Work Computer work Teachers said that 20% do Irish, many did specify it was oral and they were not made do written Irish.
2.3. Resource/ Support 2.3.1. Number of resource hours Post Primary resource teachers teach weekly Teachers with resource hours were asked to specify how many they had, 89% had 1-2 hours, 3% had 5-8 hours and 8% had 11+ timetabled resource hours. Number of Resource Hours Post Primary Teachers teach weekly 5-8 hours 3% 11+ 8% 1-4Hour 89% These results highlight the issue of resource hours being used to fill up teacher s timetable hours. In many cases this is regardless of their training received or the subject they teach. 10% of teachers with resource hours in secondary school could list no symptoms of dyslexia. Furthermore, my research found the average number of symptoms listed by Post Primary resource teachers was only 6 which is the same average as for all Post Primary teachers. It shows that only 8% of teacher with resource hours are full time resource teachers. This may result in a poor quality of resource teaching and students not being recognised as dyslexic.
2.3.2 Comparison of number of resource teachers with training in Primary and Post primary school 87% of primary school resource teachers had training on dyslexia and 58% of Post Primary resource teachers have training on dyslexia Resource teacher that had training on dyslexia 87% 58% Secondary Teachers Primary Teacher It is possible to say with 95% confidence that primary school teachers have more training in dyslexia than Post Primary teachers as the p value is 0.046. This result is supported by the fact that the average number of dyslexic symptoms Primary resource teachers listed was 14 compared to 6 by Post Primary teachers with resource. This result indicates that resource in primary school is likely to be of a higher standard than that of Post Primary.
2.3.3. Students that have resource hours in Post Primary school compared to Primary School Student s questionnaire showed 83% of students had resource in primary school. 55% of students had resource in Post Primary school. Students that have Resource Hours 83% 55% Column1 Secondary School Primary School It is possible to be 95% confident that Post Primary students are less likely to have resource hours than Primary students as the p value is 0.005. Dyslexic students are more likely to have resource hours in Primary schools this would have potentially negative impacts on student learning. Particularly if a student is not diagnosed as dyslexic until at Post primary school.
2.3.4 Catering for dyslexic students- Post Primary teacher and students comparison The graph shows 41% of dyslexic students say teachers cater for them in class. 69% of teachers reported they catered for dyslexic students in their class. Catering for Dyslexic Students 69% 41% Dyslexic Students that said Teachers Catered for Them Post Primary Teachers that said they Catered for Dyslexic Students It is possible to say with 95% confidence that there exists a discrepancy between how many students feel teachers cater for them and how many teachers say they cater for dyslexic students with a p value of 0.002. The difference between the two figures could be result of Post primary teachers having a poor knowledge of dyslexic symptoms. They may cater for a few symptoms or cater for them in an incorrect manner. Different approaches are needed to suit different students with dyslexia. Two dyslexic students could be in the same class, however the way the teacher caters for dyslexia may help one student but be of no advantage to the other, e.g. teachers providing printed notes.
2.4. Comparisons- Students, Primary teacher, Post Primary teacher 2.4.1. Symptoms Claimed by Post Primary Dyslexic Students and the Symptoms Identified by both Primary and Post Primary Teachers 2.4.1.1 Symptoms relating to reading Lacking fluency and poor comprehension were the most commonly reported symptoms listed by both Primary (20%, 20%) and Post Primary (23%, 17%) teachers. Slow speed, skips words and dislikes reading aloud were the most commonly reported symptom by Post Primary students (15%, 15%, 14%). 25% 20% 15% Reading 10% 5% 0% Dyslexic Students Secondary Teachers Primary Teachers The lack of agreement between students and teachers reporting could be due to students not reporting the symptoms they have accurately and /or a lack of understanding among teachers.
2.4.1.2 Symptoms relating to spelling Reverses Letters was the most commonly reported symptoms by both Primary (60%) and Post Primary (62%) teachers. Gets worse under pressure was the most commonly reported symptom by Post Primary students (28%). However no teacher recognised this symptom. Spelling 70% 60% 50% 40% 30% 20% 10% 0% Dyslexic Students Secondary Teachers Primary Teacher The lack of agreement between students and teachers reporting is a cause of concern as not recognising student s difficulties when under pressure may impact negatively on the result obtained by students and ultimately their self-esteem.
2.4.1.3. Symptoms relating to handwriting Poor legibility was the most commonly reported symptom listed by both Primary (65%) and Post Primary (73%) teachers. Slow copying speed and difficulty writing down what someone is saying were the most commonly reported symptom by Post Primary students (19%, 18%). 80% 70% 60% 50% 40% 30% 20% 10% 0% Handwritting Dyslexic Students Secondary Teachers Primary Teacher Poor legibility is an easily recognised symptom as it is very visual this may show that some teacher s knowledge of dyslexia is experienced based rather than from training. The most commonly reported symptoms by dyslexic students except slow speed of reading were not or hardly reported by teachers this may have negative implications in the class room as a teacher may use teaching methods that do not cater for dyslexic students.
2.4.1.4 Symptoms relating to written work Untidy and difficulty sequencing ideas were the most commonly reported symptoms by both Primary (27%, 28%) and Post Primary (46%, 29%) teachers. Use punctuation incorrectly and untidy were the most commonly reported symptom by Post Primary students (16%, 15%). 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Written Work Dyslexic Students Secondary Teachers Primary Tecacher Untidy is an easily recognised symptom as it is very visual this again may again indicate some teacher s knowledge of dyslexia is experienced based rather than from training. They failed to report or hardly reported on other symptom s this may indicate they will not be able to cater for dyslexic students appropriately.
2.4.1.5 Symptoms relating to concentration in class Getting distracted was the most commonly reported symptoms by both Primary (48%), and Post Primary (66%) teachers and Post Primary students (19%). 70% 60% 50% 40% 30% 20% 10% 0% Concentration in Class Dyslexic Students Secondary Teachers Primary Teacher All three data groups agreed that getting distracted was the most common symptom. However the variation between it and the second most commonly reported symptom was, students (2%), Post Primary teachers (54%) and Primary teachers (36%). This shows the teachers favour certain symptoms over others whereas students reports were more evenly spread across symptoms.
2.4.1.6 Symptoms relating to Maths Understanding writing problems was the most commonly reported symptoms by Post Primary (47%) teachers. Understanding of written problems and reversing numbers was the most commonly reported symptom by Primary teachers (36%, 32%). Understanding of written problems and mixing up symbol were the most commonly reported symptom by Post Primary students (19%, 19%). 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Maths Dyslexic Students Secondary Teachers Primary Teacher Primary teachers second most reported symptom was reversing numbers but yet it was not one reported by many Post Primary students or teachers. This could be because this symptom is worked on in primary school and therefore less common in Post Primary school.
2.4.2. Primary and Post Primary teachers rating off their own knowledge of dyslexia and the Post Primary students rating of teacher knowledge. 70% 60% 50% 40% 30% 20% 10% 0% Rating Of Teachers Knowledge of Dyeslxic Very Poor Poor Average Very Good Exellent Dyslexic Students Of Secondary Teachers Secondary Teachers of Themesleves Primary Teacher of Themselves Dyslexic Students of Primary Teachers A majority of teachers rated their knowledge of dyslexia as average. More students rated primary school teachers knowledge as very good than they did secondary school teacher.
2. 5. Comparison- Post Primary teachers, Primary teachers 2.5.1 The total number of symptoms listed by Primary and Post Primary teachers The average number of dyslexic symptoms Primary teachers were able to report was 10. The average number of symptoms Post primary teachers were able to list was 6. Total Number of Symptoms Listed 44% 42% 33% 23% SecondaryTeacher Primary Teachers 13% 4% 15% 10% 14% 0% 0% 1% 0 1-5 6-10 11-15 16-20 21-25 This shows that Post Primary school teachers on average had a poorer knowledge of dyslexic symptoms. This could be due to Primary school teachers having higher levels of training. Primary school teachers also teach a large range of subjects unlike secondary school teachers who teach a few subjects.
2.5.2 Comparison of teachers with training in both Primary and Post Primary School 77% of off Primary school teachers reported having training on dyslexia. 47% of Post primary school teachers had training on dyslexia. Teacher that Have Training on Dyslexia 77% 47% Secondary Techers Primary Teachers It is possible to say with a 95% certainty that Primary school teachers are more likely to have training on dyslexia than Post Primary teachers with a p value of 0.0001. This may impact negatively on the ability of Post Primary teachers to support students with dyslexia and therefore it may hinder their education.
3. Interview Themes The analysis of the interviews was challenging as dyslexic students all have very different experience on dyslexia. Despite this clear themes emerged. These themes are Bullying and isolation, difficulties, problems with resource. 3.1. Bullying and isolation Bullying and isolation was brought up in 6 out of 14 interviewees. A majority of the bullying and isolation was in primary school and caused by other students, pupils themselves being discouraged by failure, but even teachers made students feel isolated, different and even went to the point of border line bullying. This was not in student s minds a spiteful attack on them but more because the students and teacher at fault lacked education of the subject. Many students talked about this in many situations. Bullying and isolation events damaged their confidence and made them fell worthless and stupid at the time. One student also mentioned she knew other students that were too scared to talk out. Here are some quotes to back up this theme. This was said by a student about a recurring problems she had with a primary school teacher I wasn t really good at maths and I took down things from the board wrong and he would always be like why are you doing that are you stupid or something. Another student said this about constant bullying in primary school I got bullied a lot in primary school because people thought I was different I used to cry not to go to school because primary kids were so mean. One student questioning whether he was alone with his struggle with dyslexia I was just wondering about everyone else, did they have the problems I had, does everyone else struggle with the stuff I struggle with or is it just me One student talking about how other people made her feel lesser than them and of no importance I ve gotten so used to people pushing me out of there way because of my disability and I ve learned to talk more for people that do have the disability because I know people that are scared to talk up One student talking about primary school students and how she was glad none of them went to her secondary school I was delighted I didn t go to school with any of them because they sniggered behind my back. One student saying why she did not like doing group work If I was with another classmate, I would I would feel inferior. I just fell anxious and rather do it on my own One student talking about how they just wanted to fit in I know in my case I just wanted to be normal and fit in.
There were many more quotes similar to these. 3.2. Difficulties All students encountered barriers and challenges because of their dyslexia. Most of these were because of their symptoms of dyslexia but others were put in place because people had low expectations and stereotypical views of dyslexic students. Some students surpassed these views and surprised teachers. I do wonder how many more students were put down by teachers but did not rise to their full potential because of it. Here are some quotes to back up my arguments and give you an insight into student s difficulties. Here is one account a student gave of them auditioning for a play and while trying to read the play to the man doing the audition the words became jumbled and she couldn t read them I didn t know I was dyslexic at the time and I looked down at the sheet and all the words were joined together in one long sentence and I wouldn t even breath that kind of upset me that I couldn t read it. I went to my mother and asked her what s wrong with me. One student said how difficult grasping new topics in some subjects was for her and the frustration and hurt it caused them you have the information in front of you and it can make you feel stupid that you can t grasp a topic One student talked about teachers being unwilling to let her do higher level English because of their dyslexia Then they were like do you want to do ordinary level for the junior cert and I was like I don t feel comfortable I want to do the higher paper and they were not so sure on it and then I did the higher level and I was dreading the results and they were like we not so sure should you do it and I worked really hard on higher English and I got a B in it and that made me cry with joy because everyone was telling me to do the ordinary level paper because I wouldn t be able for the higher level paper and I proved them wrong. Another student takes about going into her old primary school and their teacher s reaction when they said maths was their favourite and how beating by a mile people s expectations made the feel good (same student as in example of teacher calling her stupid in the theme of bullying and isolation) my teacher asked me what my favourite subject was and I said maths and the look of shook on his face. He was like maths really. I was kind of happy when his face dropped. One student talking about they would write a question and when they were looking over it they would find it made no sense I d write away and just go completely of topic on it and I d read it again when I was finished the test and I d just look down and be like wait that doesn t make sense, why was I doing that Another student talks about how being forgetful because of their dyslexia can get them in trouble I d get shouted at for just forgetting one book for class.
3.3. Problems with resource 5 students out of 10 that had resource at some stage, mentioned their resource hours at some stage were not being beneficial to them and were a waste of time when they could be doing topics that they had difficulties with. This was due to some teachers lack of knowledge on dyslexia as supported by the teachers questionnaire. In the questionnaire it also shows that teachers knew students did not all have the same symptoms as each other but falling to act on this. Here are some quotes to support this theme. One student talks about how a teacher didn t do constructive work with them, just let them of to do homework and how she wanted them to be improved I think if they had more of a plan on what they wanted to do. Like a specific subject chosen because I know certain teachers came and said you can do homework. I don t think that was the wisest choice for some dyslexic students. Like I know me in particular I wanted help. One student talks about problems with his resource and how it did not specifically focus on his problems and he had half and half maths to English resource classes the maths class isn t helpful because I already know a lot of maths. If I did all English it would be a lot more helpful. Another student talks about how their resource hours weren t beneficial at all as the student was good at the subjects she was getting help with in resource Being dyslexic in primary school meant we went out to a resource teacher who didn t fully go through are different problem areas. They use to throw us into a little room and we just use to read. It wasn t beneficial at all. One student emphasises how there resource wasn t helpful as it was in an area they were good at In primary school I basically just had to practice spellings but I m actually really good at spelling. 3.4Support Most students interviewed got helps and support from a teacher, parent or dyslexia workshop. The people that have helped the students have made living with dyslexia more manageable and helped them through their struggles. Here are some quotes showing this. One students said she wouldn t know where they would be if they hadn t got the help from her resource teacher my first LS teacher who is the principle of the school now, I think without his help I don t know where I would have been he started me off on toe by toe and he did reading assessments with me and got me on a computer he was a major help to me. One student talks about finding maths really difficult in primary school but with the support of a teacher improved I really like maths but I didn t like it in primary school I
found maths extremely difficult in primary school we did everything really fast but when I came into secondary school the teacher took her time. One students that struggles in English and has an English teacher that really understood about her dyslexia and was incredibly helpful to them English I have a great English teacher she s great. I ve had her since second year and I have her for TY now and I don t know where I would be without her because she has after helping me a lot and like she does power points and talks a lot in class. Like she explains and if I don t get it, and I probably won t the first time, she will help me and she knows about my disability and she s a great teacher. She s always like don t use dyslexia as an excuse work with it and I think she s a great help to me. One student mentions a dyslexia workshop that really helped them I went to a dyslexia workshop in Mount Mallow in county Laois that was incredibly beneficial and helped me more than any other school I ve ever been to.
4. Analysis of Interview and Questionnaire Data 4.1. Bullying In the Interviews bullying and isolation was a common theme. The questionnaire revealed that 45% of dyslexic students that took part in the research had been bullied with dyslexia being a contributing factor. We see the damaging emotional effects of this bullying on students in the interviews. Here are some examples of this: I got bullied a lot in primary school because people thought I was different I used to cry not to go to school because primary kids were so mean. I ve gotten so used to people pushing me out of there way because of my disability and I ve learned to talk more for people that do have the disability because I know people that are scared to talk up 4.2. Problems with Resource Problems in resource was another common theme. The questionnaire results reported that 42% of Post Primary and 17% of Primary resource teachers have no training on dyslexia. This can result in poor resource that is of little use to dyslexic students as it does not cater to their individual needs. Here are some quotes from the interviews to support this: I think if they had more of a plan on what they wanted to do. Like a specific subject chosen because I know certain teachers came and said you can do homework. I don t think that was the wisest choice for some dyslexic students. Like I know me in particular I wanted help. In primary school I basically just had to practice spellings but I m actually really good at spelling. 4.3. Class teachers not catering for a student s individual needs In the questionnaires teachers tended to report a narrow range of dyslexic symptoms whereas students reported having a wide range of symptoms. This can have negative effects on students learning as teachers are not able to properly cater for students in their class. One quote shows the hugely positive affect having a teacher with a good knowledge of dyslexia in Post Primary school had. I really like maths but I didn t like it in primary school I found maths extremely difficult in primary school we did everything really fast but when I came into secondary school the teacher took her time.
5. Recommendations At a minimum resource teachers should have some dyslexia specific training. Dyslexic students display a wide range of symptoms. Teachers therefore need to tailor teaching methods to best cater for individual student s needs. Were possible try and reduce the use of teaching techniques that require large amounts of reading and writing. More full time resource teachers in Post Primary schools could improve the quality of resource offered and incentivise teachers to access training.