Dyslexia is one type of specific learning disabilities which results in difficulties in specific language skills that are the most explicit in reading. These difficulties are due to deficit in phonology awareness of the language and they also resut in accuracy or /and fluency of phoneme recognition, as well as words, in spelling and ability of word decoding, what influences the automatisation of reading and writing. These problems are often accompained by problems on social-emotional basis. The common characteristic of these children is that they use a less effective strategy coping stressful situations, so they are more likely to achieve negative achievements, such as dropping out of school, delinquency, unemployment, social isolation. The most important role fighting against such things are active ways of facing different stressful situations.
Our research has found out what stressful situations and what reactions in everyday life different examiners see with adolescents with dyslexia and if their perception differs, as well as what help adolescents get. The research was carried out with the help of half-structured interviews and analysis of individualized education programs. To go even deeper in the problem we have used triangulation (adolescents, mothers, teachers). The results have shown that for dyslectic adolescents assessment is the most stressful situation in the school environment and conflicts connected with chores and school work are on the first place at home. The findings have shown that teachers pay more attention on stressful situations connected with writing and reading, learning and ways of assessment, whereas adolescents feel more stress about assessment, learning, housework, peer relation, teacher-relation and very little tension with reading. It has also been estimated that teachers, parents and special education teachers mainly offer their help with accessing school topic, on the other hand they offer less help on the emotional and social basis, although they can be a source of emotional support.
This work can be the starting point for further preparation of different techniques that would help dyslectic students with their response in stressful situations at home, as well as at school. It can also be counted as perception of students’ difficulties from the side of themselves, parents and teachers.
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