Understanding the Socio-Emotional Impact of Dyslexia in the Inclusive Classroom
Much of the literature pertaining to children’s experiences of dyslexia points to low self esteem and low self-concept as compared with typically developing peers (i.e. those without dyslexia). While the specific difficulties associated with dyslexia may present challenges for those children, the au...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Capítulo de libro |
| Lenguaje: | inglés |
| Publicado: |
IntechOpen
2020
|
| Materias: | |
| Acceso en línea: | https://www.intechopen.com/chapters/73587 |
| Etiquetas: |
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | Much of the literature pertaining to children’s experiences of dyslexia points to low self esteem and low self-concept as compared with typically developing peers (i.e. those without dyslexia). While the specific difficulties associated with dyslexia may present challenges for those children, the author outlines how external forces such as the environment, relationships and teacher understanding may contribute to (or alleviate) such negative self perceptions. While children may learn and process information differently, negative feelings are often compounded by a teacher’s lack of knowledge regarding this different way of learning in the inclusive classroom. In order to develop truly inclusive practices in schools, it is imperative that contextual issues impacting children are understood and that this understanding is utilised to improve outcomes for all children, including those with dyslexia. It is also contended that children should be at the centre of this process and their views on how they learn best must be considered paramount. |
|---|---|
| ISBN: | 978-1-83881-966-8 |
| DOI: | 10.5772/intechopen.94203 |