| CODE | EDU5934 | |||||||||
| TITLE | Dyslexia and Quality of Life - A Lifespan Approach | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Faculty of Education | |||||||||
| DESCRIPTION | This study-unit present theories and literature on adults with dyslexia. Building on principles of measurement and intervention within the context of self confidence and self esteem, this unit intends to present to students profiles of adults with dyslexia in order to understand their realities listening to their voices. Students should be able to demonstrate through their case study and examination competencies related to the process of understanding the abilities and challenges of adults with Specific Learning Difficulties within the context of effective living and quality of life. Study-unit Outline: 1. Dyslexia, self esteem, self confidence; 2. Dyslexia and Mental Health; 3. Identifying, understanding and assessing adults with dyslexia; 4. Intervention for adults with dyslexia 5. Counselling and Dyslexia; 6. Dyslexia, Personal and Professional Development 7. Dyslexia at Work; 8. Dyslexia and Employability; 9. Literary for living and employment; 10. Academic and Professional learning skills; 11. Career Development and Guidance 12. Dyslexia and quality of life – resilience, acceptance; 13. To tell of not to tell – becoming public about the profile. Study-unit Aims: Dyslexia is much more than an educational matter and needs to be considered from a lifespan approach as well. The focus of this study-unit is to provide participants with a knowledge base related to psychological aspects of Dyslexia and the experiences of post-secondary school adolescents, adultoscents and adults with dyslexia. Students are given strategies to ensure that they can understand such profiles and how to address adults as opposed to children.By the end of this study-unit, students are expected to develop knowledge skills and attitudes to address adults with dyslexia. Building on principles of measurement and intervention within the context of self confidence and self esteem, this unit intends to present to students profiles of adults with dyslexia in order to understand their realities listening to their voices. Students should be able to demonstrate through their case study and examination competencies related to the process of understanding the abilities and challenges of adults with Specific Learning Difficulties within the context of effective living and quality of life. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: (1) demonstrate lop knowledge skills and attitudes to address persons with dyslexia; (2) explaining differences in principles of measurement and intervention with regard to children, adolescents, adultoscents and adults; understanding assessment and intervention within the context of self confidence and self esteem; explain and interpret profiles of adults with dyslexia in order to understand their realities; demonstrate through their case study competencies related to the process of understanding the abilities and challenges of adults with Specific Learning Difficulties within the context of effective living and quality of life. 2. Skills: By the end of the study-unit the student will be able to: (1) demonstrate strategies and techniques on how to address persons with dyslexia; (2) interpret reports written for persons with dyslexia; demonstrate communication and feedback skills on how to relate with children with dyslexia, particularly with reference to self-confidence and self-esteem; address research on dyslexia critically. Main Text/s and any supplementary readings: Main Texts McLoughlin, D., Leather, C., & Stringer, P. (2002). The adult dyslexic interventions and outcomes. London: Whurr Publishers Miles, T.R., (Ed.) Dyslexia and stress. 2nd Edition. UK Whurr Publications Scott, R. (2004). Dyslexia and counselling UK: Whurr Publications Ltd. Journal of Learning Disabilities (Special Issue) Volume 45 Number 1 pages 1-96. London: SAGE publications Supplementary Readings Barlett, D., & Moody, S. (2000). Dyslexia in the workplace. London: Whurr Publishers Bear, G.G., Minke, K.M. & Manning, M.A. (2002). Self-concept of students with LD: A meta-analysis School Psychology Review, 31(3): 405-428 Bender W. N. (2008). Learning disabilities: characteristics, identification a teaching strategies USA: Allyn and Bacon Burden, R. (2008). Is dyslexia necessarily associated with negative feelings of self-worth? A review and implications for future research. Dyslexia, 14, 188-196. doi: 10.1002/dys.371 Burden R., & and Burdett, J. (2005). Factors Associated with successful learning in Pupils with Dyslexia: a Motivational Analysis British journal of special education. 32 (2), 100 -104 Burden R. and Burdett J (2007). What’s in a name? Students with dyslexia: their use of metaphor in making sense of their disability. British Journal of Special Education 34 (2) 75-79 Burns, R. (1982). Self-concept development and education. London: Holt Education Chapman, J.W. (1998). LD children’s self-concepts [Electronic version]. Review of educational research, 58, 347-371 Chinn, S. (2004). Stress Factors in Adolescents. In Miles, T.R., (Ed.) Dyslexia and stress. 2nd Edition. UK Whurr Publications Davis, R.D. & Braun, E. (1998). Adult dyslexia and ADD: Effects in the workplace. The Dyslexic Reader. Retrieved January 25, 2009, from http://www.dyslexia.com/library/adultdys.htm Elbaum, B. & and Vaughn, S. (2001) ‘School-based interventions to enhance self-concept of students with LD: a meta-analysis.’ Elementary School Journal, 101(3), 303-329 Elbaum, B., Vaughn, S. (2003). For which students with LD are self-concept interventions effective? [Electronic version]. Journal of LD, 36(2), 101-108 Falzon, R., & Camilleri, S. (2010). Dyslexia and the school counsellor: a Maltese case study. Counselling and Psychotherapy Research, 1, 1-9. doi: 10.1080/14733140903370228 Falzon, R., & Mifsud, D. (2009). Narrative of life histories of dyslexic persons. IAC Conference, University of Warwick. Fitzgibbon, G. & O’Connor, B. (2002) Adult dyslexia: A guide for the workplace. England: John Wiley & Sons. Ltd. Frederickson, N., & Jacobs, S. (2001). Controllability attributions for academic performance and the perceived scholastic competence, global self-worth and achievement of children with dyslexia. School Psychology International, 22, 401-416. doi: 10.1177/0143034301224002 (N/A at the library) Gilroy, D. (2004). Stress Factors in the College Student Hellendoorn, J., & Ruijssenaars, W. (2000). Personal experiences and adjustment of Dutch adults with dyslexia. Remedial and Special Education, 21, 227. no4. doi: 10.1177/074193250002100405 Heyman, W. B. (1990). The self-perception of a learning disability and its relationship to academic self-concept and self-esteem. Journal of Learning Disabilities, 23 (8). doi: 10.1177/002221949002300804 Humphrey, N. (2002). Teacher and pupil ratings of self-esteem in developmental dyslexia. British Journal of Special Education, 29, 1, 29-36 Humphrey, N. (2003). Facilitating a positive sense of self in pupils with dyslexia: the role of teachers and peers. Support for Learning, 18, 130-136 Humphrey, N. & Mullins, P.M. (2002) Personal constructs and attributions for academic success and failure in dyslexia.’ British Journal of Special Education, 29 (4), 196-2 Illingworth, K. (2005) The effects of dyslexia on the work of nurses and healthcare assistants. Nursing Standard. Vol 19, no 38, 41-48 International Dyslexia Association. (2002). Adults with dyslexia and the workplace. http://www.interdys.org/ewebeditpro5/upload/Adults_with_Dyslexia_and_the_Workplace.pdf Ingesson, S. G. (2007). Growing up with dyslexia: interviews with teenagers and young adults. School Psychology International, 28, 574-591. doi: 10.1177/0143034307085659 Klassen, R. M., & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescents with LD and their specialist teachers. Journal of Learning Disabilities, 40, 494. doi: 10.1177/00222194070400060201 Langdridge, D. (2004). Introduction to research methods and data analysis in psychology. London: Pearson- Prentice Hall Lerner J. W. & Jones, B. (2008) Learning disabilities and related mild disabilities - characteristics, teaching strategies and new directions (11th Edition) New York: Wadsworth Publishing McNulty, M. A. (2003). Dyslexia and the life course. Journal of Learning Disabilities, 36, 363-381. doi: 10.1177/00222194030360040701 Miles, T. R. (1988). Counselling in dyslexia. Counselling Psychology Quarterly, 1, 97-107 Morgan, E., & Klein, C. (2000). The dyslexic adult in a non-dyslexic world. London: Whurr Publishers Morris, D. & Turnbull, P. (2007). A survey-based exploration of the impact of dyslexia on career progression of UK nurses. Journal of Nursing Management Vol. 15. pp. 97-106 Nowicki, E. A. (2003). A meta-analysis of the social acceptance of children with learning disabilities compared to classmates of low and average to high achievement [Electronic version]. Learning Disability Quarterly. 26(3), 171-189 Riddick. B., Sterling, C., Farmer, M., Morgan, S., (1999) Self-esteem and anxiety in the educational histories of adult dyslexic students. Dyslexia 5 (4): 227-248 Riley, K, & Rustique-Forrester, E. (2002). Working with disaffected Students: why students lose interested in school and what we can do about it. London: Paul Chapman Rosenthal, J. H. (1973). Self-esteem in dyslexic children. Intervention in School and Clinic, 9 (1). doi: 10.1177/105345127300900104 Ryden, M. (1989). Dyslexia: How would I cope? London: Jessical Kingsley Shaywitz, S. E. (2003). Overcoming Dyslexia. New York: Alfred A. Knoff Scott, R. (2004). Dyslexia and counselling UK: Whurr Publications Ltd. Searcy, S. (1988). Developing self-esteem. Intervention in School and Clinic. doi: 10.1177/105345128802300501 Stone, C. A. & May, A. L. (2002). The accuracy of academic self-evaluations in adolescents with learning disabilities. Journal of Learning Disabilities, 35(4), 370-384.0 Taylor, K.E. & Walter, J. (2003). Occupation choices of adults with and without symptoms of dyslexia. Dyslexia. Volume 9 Issue 3, Pages 177 – 185. Retrieved January 12, 2009 from Wiley InterScience database Thomson, M. E., & Hartley, G. M. (1980). Self-concept in dyslexic children. Intervention in School and Clinic. doi: 10.1177/105345128001600103 Thomson, M. E. & Hartley, G. M. (1980) ‘Self-concept in children with dyslexia’. Academic Therapy, 26, 19-36 Webb, Gertrude M. (1992). Needless Battles on Dyslexia, Education Week, February 19, 1992, 32 Wright-Strawdermann, C., & Watson, B. L. (1992). The prevalence of depressive symptoms in children with LD [Electronic version]. Journal of LD, 25, 258-264. Yeh, L., & Evans, D. (2004) Self-concept of students with learning disabilities: Does educational placement make any difference? Retrieved December, 2008, from College of Management Mahidol University Website:http://www/cmmu.net/scb/preconference/Ed%20Reform%20Papers/21.Yeh%20and%20Evans-Self%2-%20concept%20of%20students%20with %20learning%20disabilities.doc |
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| ADDITIONAL NOTES | Pre-Requisite Study-units: Completed Year One of MAE (SPLD) programme | |||||||||
| STUDY-UNIT TYPE | Lecture | |||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Ruth Falzon |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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