The Influences of the Maltese educational system on the student : listening to the voices of adults with dyslexia : a qualitative study

Abstract

The aim of this qualitative research was to understand the perspective of young adults with dyslexia on how the Maltese education system has influenced their childhood up to the current date. For this research semi-structured in depth, audio-recorded, individual interviews were used to explore the personal and social aspects of the dyslexic at schools in Malta. Two males and two female young adults aged between 18 and 25 and diagnosed with dyslexia were interviewed. The data were transcribed, coded and analysed thematically. Six themes were elicited from the analysis which are: (1) Perception and Attitudes Towards Dyslexia; (2) Coping with Dyslexia; (3) Support Network; (4) Examinations and Assessments; (5) Skills and Achievements; and (6) Disclosure of Dyslexia. Results show that; peers of the interviewees are not well aware of what dyslexia is, teachers are perceived as not equipped to cater for students with specific learning difficulties, support from the parents and dyslexic peers provide a good supporting network, standardisation for inclusive teaching and assessing is needed and disclosure of being dyslexic happens with precausion. Recommendations as elicited from the data are included.