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Modelling Provision for Learners with Dyslexia In MODELLING PROVISION FOR LEARNERS WITH DYSLEXIA IN GENERAL FURTHER EDUCATION COLLEGES IN YORKSHIRE AND HUMBERSIDE Barbara Teresa Chiappe Submitted in accordance with the requirements for the degree of Doctor of Education The University of Leeds School of Education October 2013 The candidate confirms that the work submitted is her own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. © 2013 The University of Leeds Barbara Teresa Chiappe i Acknowledgements I wish to express my gratitude to all those who have helped with this study in any way. To the principals of the colleges who consented to participate, those colleges who replied to the questionnaire and those who welcomed me for further research. To the staff that found the time to share their views by telephone and in person, despite busy schedules. To the specialist tutors and especially the students who wholeheartedly shared their experiences of support. Ethical considerations of confidentiality prevent all names being mentioned but their views have remained and have contributed to anticipated improvements in practice. In particular my gratitude goes out to those who have guided me in this epic journey, especially Dr Susan Pearson and Professor David Sugden at the University Of Leeds School Of Education, for their unfailing support, inspiration and patience. I am also grateful to all the researchers who have provided a wealth of sources of information and expertise from which I have been able to benefit for the present study. I wish to acknowledge the research assistant Julie Cooper, who kindly helped with the learner interviews. I would also like to thank all friends and family for their encouragement and understanding. ii Abstract Dyslexia is the fastest growing learning difficulty in FE in terms of increase in number of self-reported learning difficulties (Fletcher and Munoz 2006), and affects a high percentage of learners (Institute for Employment Studies (IES) FEFC 1997a). The focus of this research is to investigate how best to provide support for these learners. It provides a background into Government legislation, current initiatives and reform programmes that have influenced provision. The concept of dyslexia is examined, especially as it relates to dyslexia in adults. Current research on good practice in teaching adult learners with dyslexia, and recommendations made, has been used to provide guidelines as to the criteria for effectiveness of provision. This was utilized to help devise detailed research questions. High quality inclusive provision is envisaged with a whole college approach as well as personalised and specialist support. The research investigates how colleges can move forward in achieving this vision. A mixed methods research approach has been used with both quantitative and qualitative methods utilized to provide depth and width to data. The present position as to the situation in General Further Education (GFE) Colleges in Yorkshire and Humberside (The Humber) is examined with the aid of a questionnaire sent to colleges in order to gather initial information, followed by telephone interviews. A small number of colleges were subsequently used to seek the opinions of specialist tutors through the use of semi- structured interviews, as well as the perceptions of learners through focus group, dyad and individual interviews. The views of tutors and learners have been taken into account in devising an emerging model, which can be used by colleges to audit and develop support provision. It aims to provide a starting point for further discussion. iii Contents Page Acknowledgements ................................................................................................ i Abstract .................................................................................................................. ii Contents ................................................................................................................ iii Figures ................................................................................................................... ix Tables ..................................................................................................................... x Abbreviations ........................................................................................................ xi Chapter 1 ............................................................................................ 1 Background and research aims ........................................................ 1 1.1. Background ..................................................................................................... 1 1.2. General aims and purposes of the research ................................................ 2 1.3. Research questions ........................................................................................ 3 1.4. Methodology and research methods............................................................. 3 1.5. Overview of the study ..................................................................................... 4 1.6. Significance of the research .......................................................................... 5 Chapter 2 ............................................................................................ 7 Provision for dyslexia in General Further Education ...................... 7 2.1. Introduction to General Further Education ................................................... 7 2.2. Provision for learning difficulties and/or disabilities ................................... 8 2.2.1. Legislation, reform programmes, agendas and research ..............................8 2.2.1.1. Definition of disability ..................................................................................9 2.2.1.2. Disability Equality ....................................................................................... 10 2.2.1.3. Inclusion...................................................................................................... 11 2.2.1.4. Individual needs of learners ...................................................................... 13 2.2.1.5. Collaboration .............................................................................................. 14 2.2.1.6. Quality provision for all .............................................................................. 15 2.2.1.7. Learner voice .............................................................................................. 16 2.2.2. Summary .......................................................................................................... 17 2.3. Conceptualisation and definitions of dyslexia ........................................... 17 2.3.1. Definitions of dyslexia .................................................................................... 17 2.3.1.1. Term ‘dyslexia’............................................................................................ 17 2.3.1.2. Definitions ................................................................................................... 18 2.3.1.3. Summary of definitions .............................................................................. 23 2.3.2. Concepts and Theories of dyslexia ................................................................ 23 2.3.2.1. Introduction ................................................................................................ 23 2.3.2.2. Concepts of dyslexia .................................................................................. 24 2.3.2.3. Theories of dyslexia ................................................................................... 25 2.3.2.4. Summary of concepts and theories .......................................................... 30 2.4. Dyslexia in adults .......................................................................................... 31 2.4.1. Introduction ..................................................................................................... 31 2.4.2. Needs of adults with dyslexia ......................................................................... 31 2.4.3. Recommendations for provision .................................................................... 32 2.4.4. Summary .......................................................................................................... 34 2.5. Further Education and dyslexia ................................................................... 34 2.5.1. Research into dyslexia in FE .......................................................................... 34 2.5.2. Summary .......................................................................................................... 36 2.6. Effectiveness in post-16 education and training OFSTED ........................ 37 2.6.1. Introduction ..................................................................................................... 37 iv 2.6.2. Identification and provision for additional learning needs........................... 37 2.6.3. Leadership and management ......................................................................... 38 2.6.4. Summary .......................................................................................................... 38 2.7. Effective practice in teaching adults with dyslexia in FE .......................... 39 2.7.1. Current research ............................................................................................
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