A Social Constructionist Inquiry Study on the Lived Experiences of Educators with Dyslexia Overcoming Workplace Barriers and Increasing Their Capacity for Success

Autor/in	Taylor, Kathryn R.
Titel	A Social Constructionist Inquiry Study on the Lived Experiences of Educators with Dyslexia Overcoming Workplace Barriers and Increasing Their Capacity for Success
Quelle	(2017), (159 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Brandman University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-2838-8
Schlagwörter	Hochschulschrift; Dissertation; Dyslexia; Barriers; Qualitative Research; Elementary Secondary Education; Access to Education; Elementary School Teachers; Secondary School Teachers; Middle School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Qualitative Forschung; Education; Access; Bildung; Zugang; Bildungszugang; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	The purpose of this qualitative research is to journey the lives of educators with dyslexia growing up as K-12 students, working in the K-12 educational environment, and the means by which those educators overcome workplace barriers as analyzed by three guidelines under the Universal Design for Learning (UDL) principle, multiple means of engagement. The qualitative study was designed from a constructive inquiry perspective. This method allowed the researcher to construct reality by interpreting a group of educators' perceptions based on their experiences and social dynamics living with dyslexia. The primary data was collected from one-on-one interviews guided by scripted questions. A supplementary gathering of data from observations and artifacts functioned as patches to fill gaps and further support data generated from the interviews. Based on the findings K-12 educators with dyslexia experience the following workplace barriers: reading challenges, writing challenges, speaking challenges, and social-emotional challenges. Another essential finding was the challenges K-12 educators with dyslexia face in the workplace are the same challenges they faced as a K-12 student. Additionally, the data showed an alignment between ways educators with dyslexia overcome workplace barriers and the principle of engagement guidelines: recruiting interest, sustaining effort & persistence, and self-regulation. A final finding revealed that educators with dyslexia focus and use their strengths to stay motivated, endure, and self-monitor despite their challenges. The strengths-based approach underpins the three guidelines of multiple means of engagement. This approach focuses on strengths rather than weaknesses to enhance an individual's motivation, increase hope, and improve self-esteem in the midst of challenges. Based on the results of this study, it is recommended that educational stakeholders include the UDL framework and a strengths-based approach to the instructional program designed to comply with the new dyslexia laws and to meet the academic and social-emotional needs of K-12 students with dyslexia. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01