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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
Author: Zheng, Chengde Derek
ISNI:       0000 0004 7660 2649
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available