Browsing by Subject "dyslexi"
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(2020)Purpose. Around 3-15% of all pupils have dyslexia. According to the core curriculum, student assessment should be conducted in a comprehensive way, considering students’ individual difficulties. However, assessment instructions might be considered vague. Earlier studies have also shown that teachers may perceive assessment as complicated, particularly when it comes to students with special needs. The purpose of the study is to describe, analyze and interpret how secondary school teachers experience assessment and grading of pupils with dyslexia. The purpose is also to explore how pupils are enabled to show their knowledge in an adequate way. Furthermore, teachers’ perceptions of assessment fairness with regard to pupils with dyslexia are discussed. Methods. The research was conducted as a qualitative study with a phenomenographic research approach. The material consists of eight semi-structured, individual interviews with teachers working in two Swedish-speaking secondary schools i Finland. The collected material was analyzed using thematic analysis. Results and conclusions. Teachers expressed a genuine will to support pupils with dyslexia and they stated that they could assess pupils in a flexible way. Cooperation with special education teachers was perceived as important. The versatility of the core curriculum was regarded as an advantage for students with dyslexia. The most used accommodations were oral responses, extended time and test writing in a small group. Double assessment, prioritized content and adapted tests were also used, but teachers had different approaches. A student’s positive lesson activity could lead to a better grade. Language teachers struggled with the assessment of misspelled words. IT software was not widely used. The teachers stated that they did their best to take students’ difficulties into consideration when giving them grades, and they normally also thought their assessment was fair. The study shows that teachers do their very best to assess students with dyslexia, but there are differences in procedures between teachers, which might lead to unequal assessment.
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(2022)In Finland, the literacy issue is currently being hotly debated, partly due to the deteriorating PISA results. Literacy is the basis for all learning and a prerequisite for participatory citizenship. For example, The City of Helsinki wants to invest in early efforts to support literacy and has budgeted for this purpose. The Board of Education is launching the new Läsande skola model. The purpose is, among other things, to develop support for literacy. Dyslexia is about difficulty with words. According to the Basic Education Act, those who participate in education have the right to a safe study environment and to support or special education. According to the law, the student should receive sufficient support for learning and schooling as soon as the need arises. First, the existing working methods, teaching arrangements and learning environments are examined, as well as how they are suitable for the student. On the basis of this, it is decided whether it is a matter of finding better pedagogical solutions for the student. The purpose of the dissertation was to investigate which working methods the special needs teacher uses in his teaching for students in grades 3–6 to support learning in students with dyslexia. The research questions were thus formulated as follows: - What working methods does the special needs teacher use to support students in grades 3–6 with dyslexia? - How does the special needs teacher choose his working methods for students in grades 3–6 with dyslexia? The dissertation was a qualitative study and the material was collected with the help of semi-structured interviews. Five special needs teachers participated in the interviews. The thematic analysis with abductive approach was used to analyze the interview data. The results of the dissertation state that the special needs teachers used various individual solutions to support their students with dyslexia and that the starting point for choosing the most suitable forms of support was the individual student, the special needs teacher's professional knowledge and testing of different alternative solutions. The student, the home and the school are key participants and actors when it comes to finding the best solutions. The result shapes what the support can mean in practice and which factors can influence the choice of forms of support. A data base would systematize and ease special needs teachers´ access to researched knowledge. An interesting theme for further research could be to investigate dyslexia students' experiences of the support they receive from school.
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