Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605252
Title: Modelling provision for learners with dyslexia in general further education colleges in Yorkshire and Humberside
Author: Chiappe, Barbara Teresa
Awarding Body: University of Leeds
Current Institution: University of Leeds
Date of Award: 2013
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Abstract:
Dyslexia is the fastest growing learning difficulty in FE in terms of increase in number of self-reported learning difficulties (Fletcher and Munoz 2006), and affects a high percentage of learners (Institute for Employment Studies (IES) FEFC 1997a). The focus of this research is to investigate how best to provide support for these learners. It provides a background into Government legislation, current initiatives and reform programmes that have influenced provision. The concept of dyslexia is examined, especially as it relates to dyslexia in adults. Current research on good practice in teaching adult learners with dyslexia, and recommendations made, has been used to provide guidelines as to the criteria for effectiveness of provision. This was utilized to help devise detailed research questions. High quality inclusive provision is envisaged with a whole college approach as well as personalised and specialist support. The research investigates how colleges can move forward in achieving this vision. A mixed methods research approach has been used with both quantitative and qualitative methods utilized to provide depth and width to data. The present position as to the situation in General Further Education (GFE) Colleges in Yorkshire and Humberside (The Humber) is examined with the aid of a questionnaire sent to colleges in order to gather initial information, followed by telephone interviews. A small number of colleges were subsequently used to seek the opinions of specialist tutors through the use of semi-structured interviews, as well as the perceptions of learners through focus group, dyad and individual interviews. The views of tutors and learners have been taken into account in devising an emerging model, which can be used by colleges to audit and develop support provision. It aims to provide a starting point for further discussion.
Supervisor: Pearson, Susan ; Sugden, David Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.605252  DOI: Not available
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