Understanding Dyslexia: Lived Experiences, Bias, and Implications

This essay explores the lived experiences of individuals with dyslexia, highlighting the challenges they face and reflecting on personal biases related to the condition. It discusses how personal views about dyslexia have been reaffirmed and altered through these experiences, emphasizing the importance of addressing different learning needs and incorporating effective teaching practices. The essay also delves into the value of a clear definition of dyslexia and how it can be integrated into policy and practice. The author reflects on their own ability to reflect and concludes by stressing the need for increased awareness and understanding of dyslexia to better support individuals with the condition, and Desklib provides past papers and solved assignments for students.

Dyslexia

Executive Summary
Dyslexia, is a heath care issue on which, significant researches have been conducted, in spite of
which, there exits limited awareness.
In this report, different lived experiences of individuals with dyslexia and the challenges that
they faced has been discussed. Based, on their experience, I have reflected on my bias associated
with the condition and any kind of individual contribution on learning experience.
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Table of Contents
Introduction.................................................................................................................................................4
Reaffirmation and alteration to individual views about dyslexia.................................................................4
Relation with individual bias with dyslexia.................................................................................................5
Putting myself in the place of Gemma.........................................................................................................5
Addressing different learning needs of the student with dyslexia................................................................6
Own practices and current involvement......................................................................................................6
Changes in personal views..........................................................................................................................7
Value of definition of dyslexia....................................................................................................................7
Fitting dyslexia into policy and practice for effective teaching...................................................................7
Reflectiveability..........................................................................................................................................7
Conclusion...................................................................................................................................................8
References...................................................................................................................................................8
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Introduction
In spite of major studies and researches being conducted on dyslexia, understanding and
awareness of the condition remains poor. This is one of the major reasons, for individuals with
dyslexia for being deprived of effective learning experience.
Considering this fact, in this report I would focus on the different lived experiences of
individuals with dyslexia and the challenges that they faced. Based, on their experience, I would
reflect on my bias associated with the condition and any kind of individual contribution on
learning experience.
Reaffirmation and alteration to individual views about dyslexia
After going through the story of Rick, my perception about dyslexia that has been reaffirmed is-
the condition makes it extremely difficult for individuals to read and write. It also confirmed the
perception that the condition is genetic in nature and is passed on to the children. The story of
Rick clearly establishes the perception that for individuals with dyslexia, the process of
schooling is complex and difficult. It is primarily due to the challenges that they experience with
spelling and writing that is an integral part of the schooling process (Skottun & Skoyles, 2009).
However, the story of Rick challenged my perception that individuals with dyslexia cannot lead
a usual life. It clearly put forward the fact that individuals with dyslexia can lead a usual life
along with succeeding in their professional field. They just need to choose an area of expertise
that they enjoy (Veijola, Määttä, Uusiautti & Äärelä, 2015).
The story of Jane reaffirmed the fact that for individuals with dyslexia, the hurdle faced by them
while reading and writing, is just a part of their personally and there are other dimension of their
personality that are their strength like logical thinking, in her case. Her story also highlighted on
the aspect with dyslexia, which is issue with remembering number.
The story of Gemma reaffirmed that apart from the complexity with reading, in case of dyslexic
patients identification of the condition, is a major challenge. It also challenged my perception
that they cannot lead a usual life and can perform various activities like gardening. The story of
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Ross also reaffirmed the perception that individuals with dyslexia have issues with reading.
However, it challenged my perception that the disability cannot be overcome. With the help of
Ross’s story, it can be noticed that issues with reading and writing can be overcome with the help
of reading program.
Relation with individual bias with dyslexia
In my high school, when I was in my teens I had classmate and peers having issue with reading, I
had the perception that they are student having low IQ level. The stories conveyed with the help
of the video can be clearly reflects the reason for such bias. The reason being, till now, there is
limited awareness among the population about the condition (van der Leij, 2013). As a reason of
lack of awareness about the condition, individuals having dyslexia are considered to be
intellectually challenged, as in my case. I used to think of a classmate of mine to be having lack
of IQ as compared to other students, which now I realise, was probably symptoms of dyslexia.
Another bias I had regarding individuals with dyslexia is they would not be able to succeed
professionally and would not be able to lead a usual life. The reason I had this perception is due
to the idea I had about their intellectual ability i.e. their intellectual ability is below average as
compared to other individuals. Such a misperception about the individuals with dyslexia resulted
in development of such a bias in my case ("Dyslexia in the Classroom", 2019).
Putting myself in the place of Gemma
Placing myself in the place of Gemma, I perceive that there are different challenges that she had
experience during her growing years. These experiences resulted in having adverse impact on her
personality during her growing years. To elaborate it further, the major challenge I may have
experienced in her placed would be during the years of schooling. The reason being, it is during
these schooling years, the personality of an individual is developed. However, due to the issue of
dyslexia, it becomes difficult for them to read and write that is an essential part of schooling
(MacCullagh, Bosanquet & Badcock, 2016). The lack of ability to read and write during these
years, as compared to other class mates result in having negative impact on the personality
development of the individual. This becomes particularly challenging during this phase, because
of the fact that in most of the cases, it remains unidentified (Pumfrey, Pumfrey & Reason, 2013).
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Combination of these factors results in de-motivation on the part of the individual along with low
self-esteem. Another mentionable challenge for individuals in the place of Gemma would be low
esteem and lack of educational facility would lead to limited career scope and opportunity.
Hence, it would result in challenges in career pathways along with personal development
(Griffiths, 2011).
Addressing different learning needs of the student with dyslexia
With the help of the mentioned lived experiences, it could be clearly comprehended that
individuals with dyslexia may display different symptoms (Hayes, 2009). However in most of
the cases, students display issues with writing and spelling. As observed with the help of the
story of Gemma, due to the lack of understanding of the condition on the part of the teachers,
they consider it to be behaviour problem. The consequence of such an approach is, the student
quiets going to the school. The story of Ross provides with another aspect for the argument that
the issue experienced on the part of the student can be resolved with the help of reading program
(Herbold, 2012). Hence, on the part of teachers, the different learning needs for dyslexic students
are needed to be taken into consideration while providing with lessons, as it is easily resolvable
with minor amendments in their teaching style.
Own practices and current involvement
With time, I have development an understanding of different aspects of dyslexia and I have made
effort to contribute to the education system. I have made such contribution to the education
system while working as private tutor for a group of 50 students. In the process of providing with
educational support to these students when I identified that one of the student is suffering from
dyslexia, in order to cater to his learning needs I made certain amendments in the teaching style.
When I noticed that the student is not able to note down the notes I am dictating or writing on the
board, I made the minor change of mailing all the students the class notes in the form of
presentation, followed by the class. Incorporation of visual display had positive impact on the
learning ability of the student and could cope up with rest of the class. Apart from that, mailing
notes to all the students did not make him feel different from the rest of the class, and did not
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affect his self-esteem (Sari, 2018). The class was also benefited from this step. Thus making such
minor change in the teaching process helped in catering to the learning need of the student.
Changes in personal views
Followed by watching the video and listening to the individual experience, I had one major
change in my perception about dyslexia. Previously, after gaining an understanding about
dyslexia, I used to think that providing with educational support to them is of outmost
importance. However, after listening to the experiences, I realise outmost importance should be
given on identification of the condition and developing awareness. Apart from that, other than
providing with educational support, the students are needed to be provided with additional
support to help them identify their individual skill in which, they are good and pursue it. It would
help in ensuring their professional success.
Value of definition of dyslexia
As already stated, the focus in case of dyslexic individuals should be identification and
awareness about the condition. In this regards, it is only with the help of clear and simple
definition of dyslexia that would help in developing understanding about the condition and
provide with required support to those individuals (Patil & Awati, 2015).
Fitting dyslexia into policy and practice for effective teaching
Addressing the learning needs for individual with dyslexia is simple and requires minimal
change in the policy and practice for teaching. This requires enhanced incorporation of visual
means of disseminating information for example, disseminating information and class notes with
the help of powerpoint presentation that would involve significant amount of animation. This
would help in catering to the learning needs of individuals with dyslexia incorporating minimal
changes in the teaching process (Brown & Bell, 2014).
Reflective ability
I would consider my ability to reflect, effective in nature. The reason being, followed by
completion of the two modules, I have been able to understand the areas on which; I am needed
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to focus further. The main essence of reflection is to identify individual strength and weakness,
which I am able to conduct. Considering this fact, I may state that my reflective ability is
considerably effective in nature.
Conclusion
Based on the above made discussion, it may be stated that dyslexia is a condition regarding
which, there still exist limited awareness and understanding. It is because of this, learning needs
of individuals with dyslexia are not catered. It is with the help of simple amendments in the
teaching style, like increased incorporation of visual medium for dissemination of information,
which would help in catering to their needs.
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References
Brown, J., & Bell, S. (2014). Supporting young people with dyslexia in international schools: a
case study example of current provision in Southeast Asia. Support For Learning, 29(2),
154-166. doi: 10.1111/1467-9604.12054
Dyslexia in the Classroom. (2019). Retrieved from
http://www.dyslexia-readysetread.com/Dyslexia_in_the_Classroom.html
Griffiths, S. (2011). ‘Being dyslexic doesn't make me less of a teacher’. School placement
experiences of student teachers with dyslexia: strengths, challenges and a model for
support. Journal Of Research In Special Educational Needs, 12(2), 54-65. doi:
10.1111/j.1471-3802.2011.01201.x
Hayes, C. (2009). Dyslexia in children (pp. 90-105). New York: Nova Science Publishers.
Herbold, K. (2012). Giving Student Choice in Online Learning Environments: Addressing Adult
Learner Needs. The International Journal Of Technology, Knowledge, And Society, 7(5),
117-126. doi: 10.18848/1832-3669/cgp/v07i05/56230
MacCullagh, L., Bosanquet, A., & Badcock, N. (2016). University Students with Dyslexia: A
Qualitative Exploratory Study of Learning Practices, Challenges and
Strategies. Dyslexia, 23(1), 3-23. doi: 10.1002/dys.1544
Patil, S., & Awati, J. (2015). Faculty Involvement for Creating Awareness about Social
Responsibility. Journal Of Engineering Education Transformations, 0(0), 40. doi:
10.16920/ijerit/2015/v0i0/59424
Pumfrey, M., Pumfrey, P., & Reason, R. (2013). Specific Learning Difficulties (Dyslexia).
Hoboken: Taylor and Francis.
Sari, N. (2018). Animation Media to Improve Student Learning Results. Jurnal Tadris
Matematika, 1(2). doi: 10.21274/jtm.2018.1.2.145-156
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Skottun, B., & Skoyles, J. (2009). Dyslexia: Sensory Deficits or Inattention?. Perception, 38(9),
1084-1088. doi: 10.1068/p5468
van der Leij, A. (2013). Dyslexia and Early Intervention: What Did We Learn from the Dutch
Dyslexia Programme?. Dyslexia, 19(4), 241-255. doi: 10.1002/dys.1466
Veijola, T., Määttä, K., Uusiautti, S., & Äärelä, T. (2015). Aids for Dyslexia are Important
Supporters of Life and Learning – Experiences of Finnish People with Dyslexia. Journal
Of Studies In Education, 5(4), 278. doi: 10.5296/jse.v5i4.8573
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