In my master's thesis I researched the challenges that parents have to face when dealing with their dyslexic children in their primary school period. This period should be carefree, enjoyable and pleasant for children and their parents. Unfortunately, the situation with dyslexic children is usually just the opposite. I have decided to research the relationships that parents have with school counsellors and teachers at school and further looked into the relationship with social workers, if the situation required their intervention. The interviewees were asked about the amount of the acquired information and the quality of support and assistance, provided by education staff. The research also deals with the requirements of children and their parents. I was dealing with questions whether or not the education staff perceive the needs and requirements that parents and children have and to what extent they respond to these requirements. This mainly involves the requirements related to adaptation, assistance, support, counselling and informing. Last but not least, I devoted one part of my research to the process of assistance with the emphasis on legally acquired accommodations for these children. I completed my discussions with experience based on empowerment and interviewees' advice for parents, dealing with similar situations.
The research that I made was empirical, explorative and qualitative. The non-random reference sample includes five female interviewees. They either have or had a dyslexic child, involved in primary school education. The measurement instrument with which I collected my data included questions for a semi-structured interview. A rough framework of questions was given in advance, along with the predetermined conversation topics. The interviewees were asked to provide basic information, regarding the support and assistance they were given by counselling services and teachers. Furthermore, the children's needs and requirements and their parents' participation were also analysed when planning original school assistance projects. Qualitative method with encoding was used to deal with the acquired data. The results of my survey show that parents receive insufficient information about their primary school children. There is also a lack of support and assistance, provided by social workers and teachers. Moreover, the relationships between these two groups are unsatisfactory.
Experiences related to acquiring legally required accommodations for dyslexic children are negative, as the interviewees state that neither the parents nor their children are involved in the process of acquiring assistance. This clearly shows that individualized programmes are required, along with introduction of original school assistance projects. Due to insufficient knowledge and information acquired by education staff, training classes and instructive courses should be introduced for teachers and counsellors with the emphasis on determining dyslexia in children. In addition to that, more seminars, workshops and groups would have to be formed for parents with dyslexic children, as these classes would provide the opportunity to gain new knowledge and simultaneously support the ones facing similar situations. The need to inform the children has also been perceived, as it would undoubtedly help other children understand their classmates, who have to deal with learning difficulties.
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