Psychosocial Functioning in Children with Dyslexia: Perspectives from Parents, Counsellors and Teachers

Authors

  • Deepali Bajaj University of Delhi
  • Dr. Sangeeta Bhatia Gargi College, University of Delhi

DOI:

https://doi.org/10.5463/dcid.v30i4.847

Keywords:

Specific learning disability, challenges, inclusive education

Abstract

Purpose: The study aimed to understand the issues and challenges encountered by various stakeholders (teachers, parents and counsellors) working with children with dyslexia in the inclusive school context.

Method: Using purposive and snowball sampling, 20 teachers, 20 counsellors and 20 parents (mothers) of children with specific learning disability (dyslexia) were selected from 8 inclusive schools in Delhi. A qualitative approach was adopted, with a semi-structured interview schedule to elicit responses. Qualitative thematic analysis was used as a framework for data analysis.

Results: Parents experienced negative feelings due to lack of awareness and acceptance of dyslexia. Counsellers felt parental ignorance led to delay in assessment and remediation. Parents and counsellors perceived lack of support from schools and lack of empathy among teachers. Teachers confessed they lacked training to deal with dyslexic learners, were unaware of policies and concessions for them, and were currently overburdened with their workload.

Conclusion: There is a need to hold psycho-educational workshops for parents in order to increase their awareness, and conduct training workshops (pre-service and in-service) for teachers to increase awareness and build empathy. Schools should provide in-house assistive services such as assessment and remediation, and redefine the goals of education to focus on the holistic skills of children.

Author Biographies

Deepali Bajaj, University of Delhi

Deepali Bajaj is a third year PhD Research Scholar from Department of Psychology, University of Delhi. She received her bachelor's and master's degree in Psychology from University of Delhi. Her doctoral research aims to investigate and explore the possible individual & contextual variables influencing the mental health and well-being of children with dyslexia. She has presented a paper on psycho-social issues of children with dyslexia at National Academy of Psychology, India (NAOP).

Dr. Sangeeta Bhatia, Gargi College, University of Delhi

Dr Sangeeta Bhatia is an associate professor in the Department of Psychology. She received her Ph.D. in Psychology from Delhi University in 2000, and was a merit position holder in M.Phil in Psychology from Panjab University, Chandigarh. Dr. Bhatia joined the Psychology department at Gargi College in 1990, where she currently teaches a number of undergraduate courses. Her area of specialisation is in the fields of developmental and health psychology. During the course of 25 years of teaching, she has also undertaken numerous research projects, having successfully completed major and minor projects funded by UGC. Her work has been published in both international and national journals. Of special note is her contribution of two chapters on Community Psychology in India in international handbooks edited by authors from the UK and USA. These books are widely used as references by universities across the world. Dr. Bhatia has been a member of national and international professional associations in the field of psychology, such as the National Academy of Psychology, India (NAOP) and American Psychological Association (APA). She has also presented papers at conferences in India and abroad. Having mentored undergraduate students for research beyond the curriculum, at present she is also supervising doctoral research work at the University of Delhi.

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Published

2020-05-15

How to Cite

1.
Bajaj D, Bhatia DS. Psychosocial Functioning in Children with Dyslexia: Perspectives from Parents, Counsellors and Teachers. DCIDJ [Internet]. 2020 May 15 [cited 2024 Apr. 25];30(4):49-76. Available from: https://dcidj.uog.edu.et/index.php/up-j-dcbrid/article/view/339

Issue

Vol. 30 No. 4 (2019): Winter 2019

Section

Original Research Articles

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