Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525403
Title: Provision for students with dyslexia in EFL : an ethnographic case study
Author: Rontou, Maria
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2010
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Abstract:
This study investigated the provision that students with dyslexia receive in Greek state secondary schools in EFL and if it corresponds with the Education Ministry’s policy on dyslexia. A study of the literature on dyslexia in Greece has shown that there is lack of teachers’ training on dyslexia and of teaching resources, collaboration between professionals and seminars for parents (Constantopoulou 2002; Arapogianni 2003; Lappas 1997). Taking a Vygotskian approach to learning, I apply activity theory (Engeström 2001) to understand and analyse the contradictions that inhibit the implementation of provision for students with dyslexia. This is an ethnographic case study involving audio recorded observations and interviews with two head teachers, three teachers, four students with dyslexia and their parents in two Greek state secondary schools. It also involves the collection of students’ work. The analysis shows that contradictions are created when the participants try to achieve their goals for dyslexia support by the lack of teachers’ knowledge and funding, the school timetable, the lack of inter-collegial collaboration and collaboration with parents and the inadequate diagnosis and school and Ministry’s policy. The analysis also shows how the participants try to resolve the contradictions by creating new objects and new tools through individual reflection.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.525403  DOI: Not available
Keywords: LB Theory and practice of education ; LC Special aspects of education ; PE English ; LF Individual institutions (Europe)
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