RESEARCHER: PETRA ELFTORP (PhD. By Research)

SUPERVISORS: DR. LUCY HEARNE & DR. BARRY COUGHLAN

Department of Education and Professional Studies, University of Limerick

AN EXAMINATION OF THE GUIDANCE COUNSELLING NEEDS OF ADULT LEARNERS WITH DYSLEXIA FROM A SOCIAL JUSTICE PERSPECTIVE

IntroductionIntroductionThe overall aim of the study is to investigate the guidance counselling needs of clients with dyslexia in the Irish Further Education and Training sector in order to inform the development of a framework for provision within the Adult Educational Guidance Initiative

This poster presents the findings from Phase 2 of this study:

ContextContext How is Dyslexia defined?Is Dyslexia a Specific Learning… Disability… Difficulty… or Difference? – Currently, there appears to be no universally accepted dyslexia definition.

The DES (2001, p.xii) defines dyslexia as: “difficulties related to the acquisition of basic skills in reading, spelling and/or writing, such difficulties being unexpected in relation to an individual’s other abilities and educational experiences”

Some question the practice of distinguishing between poor readers and dyslexics (e.g. Elliott and Grigorenko 2014). The EU High Level Group of Experts on Literacy (2012) recommends that the label ‘dyslexia’ should be replaced with ‘struggling reader’. They also state that a dyslexia diagnosis can be disempowering.

One of the main tasks of guidance counsellors is to address social justice issues. Adult learners with disabilities is a key target group of the AEGI services. However, AEGI practitioners are working under stretched resources (Bimrose and Hearne 2012). Phase 1 of this study revealed that they require more specialised services to refer clients with dyslexia to, more CPD and more resources/time to address issues properly (Elftorp and Hearne 2014). Furthermore, guidance practitioners often lack time to implement social justice interventions such as advocacy (Arthur 2008).

MethodologyMethodologyThis mixed methods study is underpinned by pragmatism - using the method that works best and is most suitable to answer the research questions (Creswell and Plano Clark 2011).

As part of Phase 2, the ‘Lived Experiences’ of adult learners with diagnosed and suspected dyslexia have been explored through face-to face interviews. The participants were accessed through AEGI services, the Career Paths for Dyslexia LTI Programme, and through the Dyslexia Association of Ireland’s social media.

IntroductionIntroductionThe overall aim of the study is to investigate the guidance counselling needs of clients with dyslexia in the Irish Further Education and Training sector in order to inform the development of a framework for provision within the Adult Educational Guidance Initiative

This poster presents the findings from Phase 2 of this study:

ContextContext How is Dyslexia defined?Is Dyslexia a Specific Learning… Disability… Difficulty… or Difference? – Currently, there appears to be no universally accepted dyslexia definition.

The DES (2001, p.xii) defines dyslexia as: “difficulties related to the acquisition of basic skills in reading, spelling and/or writing, such difficulties being unexpected in relation to an individual’s other abilities and educational experiences”

Some question the practice of distinguishing between poor readers and dyslexics (e.g. Elliott and Grigorenko 2014). The EU High Level Group of Experts on Literacy (2012) recommends that the label ‘dyslexia’ should be replaced with ‘struggling reader’. They also state that a dyslexia diagnosis can be disempowering.

One of the main tasks of guidance counsellors is to address social justice issues. Adult learners with disabilities is a key target group of the AEGI services. However, AEGI practitioners are working under stretched resources (Bimrose and Hearne 2012). Phase 1 of this study revealed that they require more specialised services to refer clients with dyslexia to, more CPD and more resources/time to address issues properly (Elftorp and Hearne 2014). Furthermore, guidance practitioners often lack time to implement social justice interventions such as advocacy (Arthur 2008).

MethodologyMethodologyThis mixed methods study is underpinned by pragmatism - using the method that works best and is most suitable to answer the research questions (Creswell and Plano Clark 2011).

As part of Phase 2, the ‘Lived Experiences’ of adult learners with diagnosed and suspected dyslexia have been explored through face-to face interviews. The participants were accessed through AEGI services, the Career Paths for Dyslexia LTI Programme, and through the Dyslexia Association of Ireland’s social media.

Participants14 total (10 male and 4 female) Ages ranged from 18 to 67. 12 diagnosed, 1 screened, 1 suspected dyslexia4 diagnosed in primary school, 8 identified in adulthood. Their educational levels range from primary school to third level.

• Arthur, N. (2008) Qualification Standards for Career Practitioners, in Athanasou, J. A. and Van Esbroeck, R. (eds.), International Handbook of Career Guidance, Netherlands: Springer

• AHEAD (2013) Numbers of students with disabilities studying in Higher Education in Ireland 2012/13, Dublin: AHEAD Educational Press

• Bimrose, J., and Hearne, L. (2012) 'Resilience and Career Adaptability: Qualitative Studies of Adult Career Counseling', Journal of Vocational Behaviour, 81(3), 338-344

• Braun, V. and Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2). pp. 77-101• Creswell, J. W. and Plano Clark, V. L. (2011) Designing and Conducting Mixed Methods Research, 2nd Ed, Thousand Oaks, CA:

SAGE Publications Inc. • Department of Education and Science (2001) Report of the Task Force on Dyslexia, Dublin: The Government Stationary Office.

Findings to Inform PracticeFindings to Inform Practice

I just got that acceptance in myself then that I’m actually alright, I’m not stupid

(Ben, 40s)

The findings from the interviews were analysed using Thematic Analysis (Braun and Clark 2006). The conceptual framework below which encapsulates the themes from the participants’ lived experiences, and how their progression has been influenced by barriers and facilitating factors.

ReferencesReferences• Elftorp, P. and Hearne, L. (2014) An Investigation of the Guidance Counselling Needs of Adults with Dyslexia in the Adult Educational

Guidance Initiative (AEGI), Adult Learner, Dublin: Aontas• Elliott, J.G., and Grigorenko, E.L., (2014) 'The Dyslexia Debate'. New York: Cambridge University Press • EU High Level Group of Experts on Literacy (2012) Final Report [online], available: http://ec.europa.eu/• Herrington, M. (2010) ‘Dyslexia’. In Hughes, N. and Schwab, I. eds., Teaching Adult Literacy, Principles and Practice, Birkshire: Open

University Press, pp.313-330 • Higgins, E., Raskind, M., Goldberg, R. and Herman, K. (2002) ‘Stages of Acceptance of a Learning Disability: The Impact of Labeling’,

Learning Disability Quarterly, 25, 3-18

Supporting the Dyslexic Adult LearnerSupporting the Dyslexic Adult LearnerThe participants in this study have faced complex psychological, structural and institutional barriers to educational and career progression (also highlighted by AHEAD, 2013). Based on the findings of this study and some existing knowledge, it may be useful for the adult guidance counsellor to consider providing the following support to the dyslexic adult learner:

I feel I didn’t make anything of myself. And it’s probably just confidence and no self-esteem for things, and I’ve gone through my life feeling like that now

(Dolores, 50s)

When I got diagnosed then I got sort of ‘yes! we have a label, we have a name, now let’s go and get help!’

(Angela, 50s)

She was like a Lion for me! She absolutely dove in and pulled out all the stops and I breezed back in [to education]

(Sean, 20s, about his guidance counsellor)