Dyslexia and the Educational Context
Running head: DYSLEXIA AND THE EDUCATIONAL CONTEXT.
The Correlation Between
Dyslexia and the Educational Context
Maryanne Botrous
Macquarie University.
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Dyslexia and the Educational Context
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Abstract:
Education is the art of imparting knowledge, skill and judgment; Facts, skills and
ideas that have been learnt, either formally or informally allowing the construction of
positive judgment and well-developed wisdom. Education in terms of the knowledge,
qualities, skills, attitudes, and capacities enable students with dyslexia to become
conscious subjects of their own growth and active responsible participants. Many
support systems and facilities are designed to cater the educational needs for students
with learning disabilities providing a convenient opportunity to expand chances
available for students for life after school. The role of education is vital in enhancing
opportunities for future success which is assessed with reference to its ability to
prepare student suffering from dyslexia.
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Introduction:
Education encompasses the teaching and learning of knowledge and conduct, thus
focusing on the cultivation of skills as well as mental, moral and aesthetic
development. The main purpose of education is the preservation and enhancement of
knowledge together with the development of character, which best prepares students
for conditions faced in society. Dyslexia is a neuro-biological disorder that may affect
the way an individual communicates, processes information and adapts to the
environment consequently facing difficulties such as: the lack of motivation,
emotional, behavioural, planning and time management problems (Moody 2006).
The ways in which education affects the development of student’s with dyslexia and
the exploration of the role of education in preparing them for life after school is
clearly explained within the context of this paper.
Students with dyslexia are regarded as a disadvantaged group within society as they
face difficulties in recognising and learning the connection between spoken and
written forms of language. Many students affected by dyslexia face their biggest
hurdles in grammar, understanding textbook material and writing essays failing to
keep up with classroom norms. Subsequently, students suffer form exclusion from the
exclusion of peer groups as they are unable to keep up with other students within the
classroom. However many students with dyslexia are gifted in areas that do not need
strong language skills as some are highly intuitive and creative.
The role of education allows goal achievement and the development of skills and
knowledge, consequently providing a large variety of opportunities for life after
school. Many special facilities and support systems are accessed through schools to
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support the educational needs of students with dyslexia, allowing them to reach their
full potential and encounter the full value of education. On the contrary barriers may
be formulated by such support systems constricting dyslexic’s from overcoming their
difficulties as they rely on the support given and facilities provided through education
supportive systems.
Achieving a Set Goal:
Education allows students with dyslexia the right to accomplish qualifications that
allow them to achieve desired goals and take on future employment. Reports have
shown there to have been a sheer rise of approximately fifteen percent of workers
suffering from dyslexia in the workforce (Moody 2006). If such statistics are further
analysed a correlation between education enhancement and the achievement of goals
may be drawn, with relation to goal setting skills obtained via education.
For many students suffering from dyslexia goals are what they aim for in life to
achieve their needs and wants. Moreover following the work of Martyn Lawson it is
solicitously suggests:
“[m]any goals set by dyslexic students are reflections of their values” (200, p24.)
Education allows students with dyslexia to embrace values and formulate first hand
goals. Such an outcome is obtained through education as it incorporates skill
development together with personal value.
Constructing goals train’s students for future outcomes as they construct skills needed
to enable them to achieve set goals. In addition critical awareness of the value domain
assume personal responsibility for the values they embrace (Smith 1999), thus
allowing an individual to formulate a sense of self, distinguished by their morals and
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values. Furthermore owing to the outcomes obtained via goal setting the role of
education is seen to prepare students for life after school, training students to
formulate ways of overcoming obstacles and reaching their desired goals.
The Achievement of Skill:
Enhancement in skill development allows students with dyslexia to excel and
undertake challenging opportunities. The role of education allows such skills to be
formulated and improved since it is directly associated with learning. The
development of skills such as: social, communication, cognitive, organisational and
both fine and motor skills are obtained through education ( Bradly 1999), and are all
equally important in the overall development of students with dyslexia.
Through analytical studies, Dr Moragne found that students suffering with dyslexia
“…the process of seeing and hearing messages get tangled, and the brain can not work
things out correctly” (p300.) and it is only through the improvement of skills that
these obstacles can be overcome. Nevertheless, following these findings it can be
suggested that firstly skills obtained through education are vital in the process of
student development, secondly reinforcing the importance of education in preparing
students with dyslexia for their upcoming futures.
Furthermore education allows the enhancement of skill by providing new forms of
learning strategies and educational resources. The use of multi sensory learning for
example is one strategy adopted by most schools which involves a combination of
body senses in the process of knowledge, allowing multiple skills to be developed
(Howe 1999). The New South Wales department of education (2008), reported:
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School syllabuses mainly involve curriculums associated with the assessing
knowledge, skills and understanding. (New South Wales department of education:
Curriculum policy 2008, p.8)
Most dyslexic students have great strength in skills associated with physical coordination and creativity (Richard & Reiner 2000), and it is through educational
resources that these skills are embraced and enhanced. Skill enhancement allows
students dyslexia to accumulate self accusation allowing student’s to work
independently as productive adults. Moreover according to, Greenspan. M and
Stanley, I (2001) the purpose of education is to teach student how to live life-by
developing their mind and skill to deal with reality importantly reinforcing the
defining role of education in the preparation of student futures.
The Fundamental role of Knowledge:
Underlying education is a continuous and creative process. Its aim is to develop the
capacities hidden in human character and to coordinate expression through knowledge.
Enhancing knowledge and skills allows students with dyslexia the ability to realise
their full potential, allowing successful participation and contribution to society.
Recent reports by Stephenson, Burman and Cooper suggest:
Education allows questions such as: “[w]hat type of work would I be able to do?,
What legal issues are associated with my condition?, And how can I help myself?, to
be answered owing to the argumentation of knowledge (2001, p.6).
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For this reason the concept of education is seen to allowing the development of
theoretical and practical ways of thinking by implying knowledge and understanding.
Knowledge skills on assessing resources that help students with dyslexia may be seen
to be developed with reference to education. With such a convincing assumption in
mind students with dyslexia are seen to be able to prepare themselves for life after
school by learning about their individual needs, health and facilities available for their
condition. Many schools meet the needs of support students with dyslexia by
providing them with support networks and facilities. These support networks aid the
educational needs of each student allowing them to balance learning difficulties. The
most common special educational plan called IEP accessed via schools is designed to
form an individualised education program for dyslexic students allowing them an
equal opportunity for academic success (Richard and Reiner 2000).
Furthermore a recent newspaper article found in The Sydney Morning Herald reported,
that the Department of Education indicates that 120,000 students diagnosed with
dyslexia are served by the support system IDEA (Individuals with Disabilities
education) (‘Dyslexia today’, 2008, p.17). Given such statistics demonstrates the
active role of education in trying to manage the preparation of students for life after
school.
Understanding the impact of Changes:
Today mass society enables computers to support multiple media, consequently
enhancing communication between computer and learner. As a result to changes in
technology many schools are adopting multimedia forms of education. Information is
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now presented in graphical and audio forms available for students with dyslexia.
(Martyn 2000). Subsequently students with dyslexia are no longer required to read
and study pages and pages of text. With technological devices students with dyslexia
are able to access education via forms that are correlated to their needs which inturn
may be viewed as a positive outcome. However this process may also incorporate
negative consequences simultaneously as it disallows students to overcome their
learning difficulties as they rely on technical forms of resources, challenging the
preparation of student with dyslexia.
The role of education faces the challenge of providing the best, effective education
possible for students with learning problems. Today the notion of educational support
is becoming quiet a dominate feature as many children with learning difficulties seek
support. Support systems tend to focus on providing help through segregating students
with learning problems away from peers, with the tendency to equate poor
performance. However it has been argued that most educational programs provided
for students with dyslexia frequently address failures rather than diagnose the
prevention of their learning difficulties (Richard & Reiner 2000). Subsequently such
an outcome is seen to be a limitation of these special programs causing barrier’s on
the overall concept of development and skill enhancement.
Students suffering from dyslexia need to formulate ways of thinking to overcome
obstacles faced within the process of education. The main concept of education is
associated with preparing students to identify, analyse and resolve problems, and
increase the ability of students to respond and cope in a flexible manner to change.
Most educational programs that are designed to support students with dyslexia tend to
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follow a presumption that students can not be taught in regular educational
environments. The result of this situation narrows the opportunities available for
students with dyslexia, restricting successful entry into the wider community as a
formal citizen. Furthermore Smith Belard suggests:
“…that educational support systems only allow students the opportunity to gain skills
that successfully pass them through compulsory education” (1999, p.100)
However he does not state how these support systems allow successful transition
through life after school, which implies that due to multiple changes faced within
society it is particularly difficult to pin down a defined assumption on the role of
education in guarantying full preparation for life after school for students with
dyslexia.
Summing up the Correlation:
Nevertheless despite limitations encountered by educational support systems, the
overall formal schooling process constitutes a common vehicle for the development
and the reinforcement of values. Furthermore as a result successful transition through
compulsory education for students suffering form dyslexia allows the gaining of skills
and knowledge needed to obtain successful training, thus preparing them for life after
school. As Howe Williams points out:
“[L]earning has important function of enabling us to benefit from experience. It
enables us to build up progressively more sophisticated model of the environment and
broadens the opportunities of futures” (1999, p.435).
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Conclusion:
In conclusion the role of education encompasses learning strategies that allow goal
achievement, skill development, and the widening of knowledge. Unique features
obtained through education and its support systems prepare students with disabilities
such as dyslexia for life after school. Despite the limitations that may be encountered
through the use of educational support systems for example the reliance on supportive
facilities, the role of education on a whole is seen as a constructive process. Strategies
developed for goal setting and achievement allows students with dyslexia to
accomplish qualifications as well as prepare them for life after school. Curriculum
expectations designed by the department of education form new learning strategies
that allow a wide range of different skills to be developed thus enhancing skill
development. Subsequently the expansion of student knowledge is formed allowing
students with dyslexia the opportunity to be fully prepared before stepping into a
wider society.
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References
Brady, L. (Ed.). (1999). Curriculum development ( 4th.ed.). Victoria: Prentice Hall.
Greenspan, M. Stanley. I., (2001). The purpose of education. Education philosophy,
17 (2), 24-26.
Howe, W. C (1999). Cultivating education. Journal of applied education psychology,
79, 433-450. Rereived October 25, 2008
From A+ Education informit database.
Martyn, L. (2000). The psychology of education. New York: RoutledgeFalmer.
Moody, S. (2006). Dyslexia: how to survive and succeed at work. Sydney: Random
House Australia.
Moragne, W. ( 1999). Dyslexia. Brookfield, Sydney: Millbrook Press.
New South Wales Department of education ( 2008). Investigating School Curriculum
(k-12): Curriculum policy 2008. Sydney: New South Wales Department of Education.
Reid, G. (2008, September, 27). Dyslexia today. The Sydney Morning Herald, p.17.
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Richard, L., Reiner, M. (2000). Students suffering from Dyslexia. Journal of
psychology, 80, 300-305. Retrieved October 21, 2008.
From informaworld database.
Smith. B.A. ( Ed.). (1999). Understanding Children’s development ( 4th ed.).
Wellington: Bridget Williams Books, p.100.
Stephenson, J. , Ling, L., Burman, E. & Cooper, M. (2001) Values of Education.
Education context, 17 (5), 390-420.
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Appendix 1
Database/
Source
Keywords
Hits
Comments
This search was quiet successful as it
incorporated many relevant articles
associated with the psychology of
education which was used, However
the search topic was broad
consequently obtaining many
irrelevant articles, thus being time
consuming in obtaining articles that
are useful for the aimed search.
This database web site is extremely
useful and obtains a wide variety of
sources associated with the value of
education, however not a lot of
information was taken from this
source as it seemed to go off the
aimed subject matter. I personally
would highly recommend this site for
students in search of productive
information.
This database was mildly successful,
obtaining information on dyslexia and
its consequence more over the role of
education; I would recommend this
site for searches that are directed only
to one subject matter.
This source was quite useful in
obtaining information on schools
curriculums.
This source provided some insightful
information, as it allowed facts to be
taken from recent documentations.
A+ Education
informit
Education
133062
Informaworld
Value of education
1106
A+ education
Dyslexia and
education
107
Curriculum
Project
Curriculum policy
statement
Newspaper
article Sydney
morning
Herald
Online
document
(ERIC)
Dyslexia today
Books
containing
Journal article
The role of
education, and
Education
opportunities for
students with
dyslexia.
Education for
students with
dyslexia
This online document obtained
relevant information and valuable
ideas, yet contained a great form of
bias, being a defined limitation
enabling the use of the information
obtained to be used in the essay.
This source was extremely useful in
obtaining information associated with
the role of education and its impact on
students with dyslexia.
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Dyslexia and the Educational Context 14
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