Perspectives of educational psychologists and specialist teachers towards the assessment and support of students with dyslexia

O'Connor, Christopher (2023). Perspectives of educational psychologists and specialist teachers towards the assessment and support of students with dyslexia. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Educational Psychologists (EPs) and Specialist Teachers (STs) working within Local Authorities (LAs) are ideally placed to assess and advise on support for children with dyslexia. Their views and approaches however, may differ. As the dyslexia screening and teacher training bill was recently proposed “to require screening for dyslexia in primary schools” (Hancock, 2021), a current representation of the views of EPs and STs working in LAs is timely. In light of this, the current study aims to investigate the perspectives of EPs and STs working in LAs on assessment and support for students with dyslexia. A mixed methods approach was utilised. Questionnaire data was used to compare and contrast the views of 39 EPs and 30 STs. Focus groups with 5 EPs and 5 STs provided additional qualitative information which was analysed using thematic analysis. The findings reveal that EPs and STs in LAs typically hold very similar views on assessing and supporting students with dyslexia although there are some differences. The differences relate typically to conceptualisation with STs more likely to use the label as they do not consider dyslexia to be a ‘within child’ difficulty. Both groups however, spoke about the need for greater equity in relation to support. Implications for EP practice and further research include the need for an established, working definition to be used by all professionals, further collaboration between STs and EPs during assessment and the need for caution when using tools for screening.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):