A multiple-case study comparing the experiences of four students with dyslexia with and without adequate support

Abstract

Through a multiple-case study approach, this study attempts to acquire an understanding of the school experiences of four students who have been diagnosed with a profile of dyslexia. Two of these students, aged fifteen and nine, were diagnosed at an early age and were immediately provided with an adequate intervention program to address their literacy needs. On the other hand, the other two students, aged eleven and fifteen, only started to receive this form of support during the previous and current scholastic year, respectively. Through interviews and observation sessions, data was collected from parents, teachers, support teachers and from the students themselves. In this study, student experiences as resulting from whether or not they followed an appropriate intervention program are explored. In addition, emotive issues and psychological concepts such as self-concept, self-esteem, learned helplessness, motivation, personality traits and teachers' influences on these four students, which all emerged as highly critical notions, are discussed. Conclusively, it was decided, that due to the long hours students spend at school, this latter institution, must recognize the magnitude of its responsibilities and must ensure, together with all staff and parents' support, to provide the utmost contribution to each child's development into mature young adults with the tools requisite to face the world. This can only be accomplished by adopting a holistic approach to education rather than by solely depending on academic surpasses.