The classroom outside school : the retrospective experience of students with dyslexia and extra-curricular activities

Abstract

This study aimed to explore retrospectively the effects of extra-curricular activities during compulsory schooling and beyond. Five young adults with a profile of dyslexia who had participated in extra-curricular activities during their school years took part in this study. Two had kept practicing the same extra-curricular activities, two added a recent new activity and one changed from one activity to another. The research question begged for a Qualitative Research Method, more particularly Interpretative Phenomenological Analysis (IPA). Data were collected by individual audio-recorded semi-structured interviews. Following data analysis of transcripts, findings were classified into five themes: A Profile of Dyslexia with a Profile of Strength, Life Skills Gained through Extra-curricular Activities, Extra-curricular Activities as a Break from School, Support System and Employment Opportunities. Each theme was further divided into subordinate themes, which are discussed in view of the literature review. Results support a beneficial role of after-school activities when combined with formal education and suggest opportunities for learning life skills through hands on activities while criticise the local school curriculum as limiting. Recommendations for educational policies include research and continues professional development (CPD) training for teachers which highlights effective practice through which individuals with dyslexia or any SpLD can identify their strengths. Another recommendation for public awareness includes activities, such as talks in our local communities, for increasing awareness about specific learning difficulties (SpLD) in daily life and the role of extra-curricular activities.