Published Research
Unlocking Dyslexia - Creating a better future for dyslexic learners
In addition to supporting both families and children with dyslexia, I am involved in a variety of projects and academic research centred around neurodiversity. This is an area I am deeply passionate about and seek to raise awareness and support for dyslexic learners within a mainstream classroom setting.
My recently published paper 'How secondary school teachers' knowledge of dyslexia impacts their confidence and ability to support students' can be found below.
Helping teachers understand dyslexia is crucial for early identification, effective intervention, and creating inclusive environments, preventing academic struggles and low self-esteem, and allowing dyslexic students to reach their potential by providing tailored strategies and celebrating their unique strengths. My research explored secondary schools teachers understanding of dyslexia in a classroom setting across a large academy trust in the South West of England.
Abstract
With the prevalence of students being identified as having special educational needs increasing across UK schools, it is crucial for teachers to be well-equipped to support students with dyslexia in the classroom. However, evidence indicates that whilst teachers play a critical role in shaping the experiences and outcomes of students with dyslexia, there is a significant lack of training and confidence around SpLDs. This study explored how secondary school teachers' knowledge of dyslexia impacts their confidence and ability to support students with dyslexia across a large academy trust in the Southwest of England. The trust currently consists of four state secondary schools and five primary schools. The survey questions were answered by 44 participants with differing teaching experience and subject specialisms. Results from qualitative and quantitative analyses showed that while most teachers defined dyslexia as literacy difficulties, their understanding of its cognitive aspects was limited. Secondly, whilst some teachers could use effective strategies to support students with dyslexia, this was not found to be consistent across all teachers. The educational and policy implications of the findings are discussed.
Full paper can be found here:
