Perspectivas docentes sobre la dislexia en una universidad griega: un estudio piloto
DOI:
https://doi.org/10.14204/ejrep.37.15002Palabras clave:
Dislexia, dificultades específicas de aprendizaje, los estudiantes con dislexia, perspectivas conferenciante.Resumen
Introducción. La dislexia es una dificultad de aprendizaje que afecta a personas de diferentes maneras. Durante las últimas décadas el número de estudiantes con dislexia que ha ingresado a la educación superior ha aumentado de manera constante.
Método. Este trabajo presenta un estudio piloto explorar las actitudes, opiniones y experiencias de los miembros de la Facultad pequeña de una universidad griega con respecto a los estudiantes con dislexia. Los datos fueron recolectados a través de un cuestionario con tres partes se centra en el conocimiento del personal académico de la dislexia, enfoques hacia la matrícula y las actitudes hacia los estudiantes disléxicos eficaz.
Resultados. Los resultados indicaron que la importancia de mantener actitudes principalmente positivos y genuino interés para los estudiantes disléxicos, pero también tienen preocupaciones acerca de "la equidad" de la enseñanza y otros aspectos organizativos para los estudiantes con dislexia.
Discusión. Siguiendo el modelo social de la discapacidad, los resultados se mueven en la dirección de crear entornos de enseñanza lo más inclusivo posible para los estudiantes con discapacidades "ocultas". El presente estudio puede aportar ideas útiles acerca de la mejora de la prestación para los estudiantes con dislexia en las instituciones de Educación Superior griegas.
Descargas
Referencias
Adams, M., & Brown, P. (2000). Learning, teaching and disability: the need for a new approach. Planet, Special Edition, 3, 7-10. www.gee.ac.uk/planet/senda.pdf (accessed 10 May 2010).
AHEAD (2008). Association on Higher Education and Disability. (2008). Students with disabilities (report) [Online] Available: http://www.ahead.org/
British Dyslexia Association (2007). The Dyslexia Handbook. Reading: British Dyslexia Association.
Cameron, H., & Nunkoosing, K. (2012). Lecturer perspectives on dyslexia and dyslexic students within one faculty at one university in England. Teaching in Higher Education, 17 (3), 341-352. http://dx.doi.org/10.1080/13562517.2011.641002
Carroll, J.M., & Iles, J.E. (2006). ‘An assessment in anxiety levels in dyslexic students in higher education’. British Journal of Educational Psychology, 76(3), 651-662. DOI: 10.1348/000709905X66233.
Churchill, G.A., & Iacobucci, D. (2005). Marketing research: methodological foundations. California: Sage.
Cook, L., Rumrill, P.D., & Tankersley, M. (2009). Priorities and understanding of faculty members regarding college students with disabilities. International Journal of Teaching and Learning in Higher Education, 21 (1), 84-96.
Fuller, M., Healey, M., Bradley, A., & Hall, T. (2004). Barriers to learning: a systematic study of the experience of disabled students in one university. Studies in Higher Education, 29(3), 303-318. DOI:10.1080/03075070410001682592
Jamieson, C., & Morgan, H. (2008). Managing dyslexia at university: a resource for students, academic and support staff. London: Routledge.
HEATH Resource Center (2001). 2001 College freshmen with disabilities: A biennial statistical profile. Washington, CD: Author.
Higher Education Statistics Agency (HESA). (2011). Statistics - Students and qualifiers at UK HE institutions. Cheltenham, UK. http://www.hesa.ac.uk/index.php?option_com_content&task_view&id_1897&Itemid_239 (accessed July 6, 2011).
Holloway, S. (2001). The experience of higher education from the perspective of disabled students. Disability and Society, 16 (4), 597-615. DOI:10.1080/09687590120059568
Leyser, Y., Vogel, S., Wyland, S., & Brulle, A. (1998). Faculty attitudes and practices regarding students with disabilities: Two decades after implementation of section 504. A reprint of the Journal on Postsecondary Education and Disability, 13(3), published by the Association on Higher Education and Disability.
McKinley, T., Rogers, R., & Maclean, R. (2003). Collecting data from physicians via web-based surveys: Recommendations for improving response rates. The Internet Journal of Medical Informatics, 1(1), 11-23.
Maclean, D., & Gannon, P.M. (1997). The emotionally affected university student: support from the university community. International Journal of Disability, Development and Education, 44(3), 12-26. DOI:10.1080/0156655970440304
Matthews, N. (2009). Teaching the ‘invisible’ disabled students in the classroom: Disclosure, inclusion and the social model of disability. Teaching in Higher Education, 14 (3), 229-239. DOI: 10.1080/13562510902898809.
Michail, K. (2010). Dyslexia: The experiences of university students with dyslexia. Unpublished Ph.D dissertation. Birmingham: The University of Birmingham.
Mortimore, T. (2012). Dyslexia in higher education: creating a fully inclusive institution. Journal of Research in Special Educational Needs, 13 (1), 38-47. DOI: 10.1111/j.1471-3802.2012.01231.x
Mortimore T., & Crozier, W.R. (2006). Dyslexia and difficulties with study skills in higher education. Studies in Higher Education, 31 (2), 235-251. DOI:10.1080/03075070600572173
Murray, C., Goldstein, D.E, Nourse, S., & Edgar, E. (2000). The postsecondary school attendance and completion rates of high school graduates with learning disabilities. Learning Disabilities Research and Practice, 15, 119-127. DOI:10.1207/SLDRP1503_1.
National Working Party on Dyslexia in Higher Education (1999). Dyslexia in higher education: policy, provision and practice (report). Hull: The University of Hull.
Richardson, J.T., & Wydell, T.N. (2003). The representation and attainment of students with dyslexia in UK higher education. Reading and Writing: An Interdisciplinary Journal, 16, 475-503.
Riddick, B. (2010). Living with dyslexia: the social and emotional consequences of specific learning difficulties/disabilities (2nd ed.). London: Roultedge.
Riddick, B., Farmer, M., & Sterling, C.(1997). Students and dyslexia: Growing up with a specific learning difficulty. London: Whurr.
Riddell, S., & Weedon, E. (2006). What counts as a reasonable adjustment? Dyslexic students and the concept of fair assessment. International Studies in Sociology of Education, 16 (1), 57-73. DOI:10.1080/19620210600804301
Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties. http://www.interventionsforliteracy.org.uk/assets/Uploads/The-Rose-Report-June-2009.pdf (accessed 9 May 2013).
Scott, S. S., McGuire, J. M., & Shaw, S. F. (2001). Principles of universal design for instruction. Storrs, CT: University of Connecticut, Center on Postsecondary Education and Disability.
Sander, P. (2005). Researching our students for more effective university teaching. Electronic Journal of Research in Educational Psychology, 3 (1), 113-130.
Serrano, F., & Defior. S. (2004). Dyslexia in Spanish: the state of the matter. Electronic Journal of Research in Educationl Psychology, 2 (2), 13-34.
Stampoltzis, A. (2003). The transition from secondary to tertiary education for pupils with dyslexia in Greece: A pilot study. Epitheorisi Symvouleftikis-Prosanatolismou, 64-65, 109-119 [in greek].
Stampoltzis, A., & Polychronopoulou, S. (2008). Dyslexia in Greek higher education: A study of incidence, policy and provision. Journal of Research in Special Educational Needs, 8 (1), 37-46. Doi: 10.1111/j.1471-3802.2008.00100.x
Thomas, S. B. (2000). College students and disability laws. http://www.ldonline.org/article/6082/ (accessed 10 June 2014).
Wadlington, E. M., & Wadlington, P. (2005). What educators really believe about dyslexia. Reading Improvement, 42 (1), 16-33.
Descargas
Publicado
Número
Sección
Licencia
La revista se publica bajo una licencia Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 4.0
