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An exploratory study of the perceptions, experiences and aspirations of mainstream secondary pupils with dyslexia, their parents and educational professionals in a London borough and Singapore

Zheng, Chengde Derek; (2019) An exploratory study of the perceptions, experiences and aspirations of mainstream secondary pupils with dyslexia, their parents and educational professionals in a London borough and Singapore. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

Dyslexia is a common learning difficulty that can have a long-term impact on the academic attainment and psychosocial development of pupils. The present study involved foregrounding the pupil voice regarding their views, experiences and aspirations as learners with dyslexia. This is in line with the current interest in legislature, educational research and the Educational Psychology (EP) profession to listen to the views of pupils as the evidence base suggests that the insights gained from ascertaining pupils’ views can help adults working with them to develop a better understanding of their needs and promote better outcomes for them. Semi-structured interviews were conducted with mainstream secondary pupils with dyslexia from two different legislative and social-cultural contexts, that is, a London borough and Singapore. The interviews covered the pupils’ perceptions of dyslexia, and their experiences and aspirations. The views of their parents and of educational professionals working with secondary pupils with dyslexia were also included to provide a holistic perspective. Analysis of the qualitative data was conducted using thematic analysis. The key findings from the study showed that most pupils had high aspirations, were aware of their strengths and difficulties as learners, gained confidence and made friends from their involvement in clubs and activities and valued the support of their family and friends. The study also found that pupils from the London borough and Singapore had differing perceptions about their strengths as learners and the impact of dyslexia on their aspirations. There was a consensus amongst parents and educational professionals regarding the importance of supporting pupils’ self-esteem and confidence as learners, and the need to guide their post-secondary aspirations. The implications for EP practice and recommendations for future research are considered.

Type: Thesis (Doctoral)
Qualification: D.Ed.Psy
Title: An exploratory study of the perceptions, experiences and aspirations of mainstream secondary pupils with dyslexia, their parents and educational professionals in a London borough and Singapore
Event: UCL Institute of Education
Language: English
Additional information: Copyright © The Author 2019. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10065417
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