Mullen, Jane and Hatton, Jean (2009) Listen to me! the voices of some students with dyslexia. In: Degrees of Independence: Providing inclusive learning in Higher Education, 16th - 17th April 2009, University of Huddersfield, Huddersfield, UK. (Unpublished)
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This research paper, undertaken by an academic skills tutor and lecturer in youth and community work, is based on interviews undertaken with a group of part time dyslexic mature FdA students. The group could be seen to be ‘emotionally vulnerable’ (Ecclestone and Hayes, 2009:86), but these students have responsible roles in youth work and are very capable and confident practitioners. Most of the mature students do not know they are dyslexic until they join the University and have very mixed feeling about seeking help. Writers such as Chapman and Turner (2003), Reid and Kirk (2001) along with McNulty, have suggested that “for individuals with dyslexia, self narratives tend to be characterized by low self esteem” (McNulty, 2003:364). We undertook 10 in-depth interviews with students in different years of their studies with the aim of developing more understanding of how students perceive themselves in their studies and the effect that the introduction of a broader range of assessment styles (including timed tests and presentations) has had on students with dyslexia. This paper examines the correlation between students’ perceptions of themselves as students and their achievements in different types of assessment.
|Item Type:||Conference or Workshop Item (Paper)|
|Additional Information:||The idea for the conference arose from a Teaching Quality Enhancement Fund (TQEF) research project in the School of Human and Health Sciences on ‘Enhancing transitions for disabled students’. The project had funding for dissemination, and it was decided that a vibrant, student-centred event for disabled students would be in keeping with the spirit of the project. Working closely with the University of Huddersfield Students’ Union, a two day event was planned, to provide opportunities for student-only space as well as for students to present academic papers alongside staff. The first day was student-led event, and the second a more traditional academic conference, sharing the same themes and concerns. In keeping with the aim of the conference, the TQEF funding was used to provide free places for students (and their personal assistants) and also free accommodation, to allow students from outside the region to attend|
|Subjects:||L Education > LC Special aspects of education|
|Schools:||School of Education and Professional Development|
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Early Years Childhood Youth and Community Research
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Teaching, Public Pedagogies and Professionalism Research Group
|Depositing User:||Cherry Edmunds|
|Date Deposited:||05 Aug 2009 16:21|
|Last Modified:||28 Oct 2013 14:01|
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