Related Papers
Asia Pacific Journal of Developmental Differences
Entrepreneurs with Dyslexia in Singapore: The Incidence, Their Educational Experiences, and Their Unique Attributes
2020 •
Deborah G Hewes
The incidence of dyslexia in the Singaporean entrepreneurial population is unknown. This study compares Singaporean Entrepreneurs who have dyslexia and those who do not have dyslexia. This research examines the educational experiences and personal attributes of Singaporean Entrepreneurs, to identify the differences between those with dyslexia and those who are not dyslexic. A survey was conducted over a 12-month period and the data revealed that the incidence of dyslexia in the Singapore entrepreneurial population was 26%, this is more than 2.5 times that dyslexia would be found in the general population. The educational experiences of dyslexic entrepreneurs were significantly negative for primary and secondary education, however, in tertiary education, their educational experiences were significantly positive. Dyslexic entrepreneurs indicated two of the major factors why they were inspired to start their own business, these were to have ‘control’ over their lives, time, and success and the other was because of their ‘dyslexia’. Singapore entrepreneurial traits were explored and there is a tendency for Singaporeans to answer positively yet dyslexic entrepreneurs scored significantly less in empathy, interpersonal skills, public speaking, and memory ability compared to their non-dyslexic peers. Two attributes where dyslexic entrepreneurs scored significantly higher were visual thinking and visual-spatial ability. The findings from this research can be used to support the development of policies and support for Dyslexic Entrepreneurs in Singapore.
Dyslexia and The Art Student
Dympna Irwin
Educational Studies in Mathematics
Insider accounts of dyslexia from research mathematicians
2022 •
Rachel Lambert
Within educational research, dyslexia and other disabilities are typically conceptualized as deficits. The theory of neurodiversity encourages researchers to conceptualize cognitive differences as natural forms of human diversity with unique sets of challenges and strengths. Using neurodiversity as our theoretical framework, we analyze the experiences of five research mathematicians with dyslexia as told through personal narratives to find common strengths and challenges for dyslexic thinkers at the highest level of mathematics. We report on 4 themes: (1) highly visual and intuitive ways of mathematical thinking, (2) issues with language and translation between forms, (3) issues with memorization of mathematical facts and procedures, and (4) resilience as a strength of dyslexia that matters in mathematics. We use our participants’ insights to explore how neurodiversity, a theory of cognitive disability developed by and for neurodiverse people, could expand opportunities for research...
Thesis dissertation:
Eliska Sudek
“We’re superhuman, we just can’t spell.” Using the affordances of an online social network to motivate learning through literacy in dyslexic sixth-form students.
Owen Barden
This is a study of the use of Facebook as an educational resource by five dyslexic students at a Sixth Form College in north-west England. Through a project in which teacher-researcher and student-participants co-constructed a Facebook group page about the students’ scaffolded research into dyslexia, the study examines the educational affordances of a digitally-mediated social network. An innovative, flexible, experiential methodology combining action research and case study with an ethnographic approach was devised. This enabled the use of multiple mixed methods including participant-observation, interviews, video, dynamic screen capture and protocol analysis. This range of methods helped to capture much of the depth and complexity of the students’ online and offline interactions with each other and with Facebook as they contributed to the group and co-constructed their Facebook page. The philosophy and concepts of the New Literacy Studies and multimodality (Cope & Kalantzis, 2000; Kress & van Leeuwen, 1996, Kress 2010), and rigorous qualitative analytical procedures are used to construct a substantive grounded theory (Charmaz, 2006) of the students’ engagement with the social network and hence its educational potential. The study assesses the students' motivation to learn through literacy, the role of identities, and considers the pedagogical principles their use of the network evokes. It concludes that Facebook offers an affinity space which engages the students in active, critical learning about and through literacy (Gee, 2004 & 2007). Little if any research has apparently been documented on the potential of digital media to engage and motivate dyslexic students, nor to integrate models of dyslexia, radical perspectives on literacy and social models of disability (Herrington & Hunter-Carsch, 2001). This study begins to address this oversight and imbalance.
Interplay of Identity Formation and Artistic Development in the Empowerment of Self-Worth of Three Visual Art Graduate Students With Developmental Dyslexia
2018 •
Brian Bulfer
INTERPLAY OF IDENTITY FORMATION AND ARTISTIC DEVELOPMENT IN THE EMPOWERMENT OF SELF-WORTH OF THREE VISUAL ART GRADUATE STUDENTS WITH DEVELOPMENTAL DYSLEXIA
Learning Disability on Ishaan, Dyslexic Character Portrayed in the Movie “Like Stars on Earth”
2018 •
Somariah Fitriani
Lifespan development disorders are psychological disorder, which are characterized by abnormal development. It is a severe development delay that occurs to certain people. Since learning disability is one of major lifespan development disorders und e r a p s y c hol i n g uis t ic umb r e l l a , this study aims to elaborate and a n a l y s e learning disability of d y s l e x ia suf fe re d b y Ishaan, the main c h a r a c t e r in “ Like Stars on Earth” movie as the unit analysis. The two primary objectives are (1) to identify dyslexia symptoms ; and ( 2) to describe the problems and its effect due to his dyslexia . This study adopted a descriptive qualitative approach by using content analysis method since it e m ph a si z e d o n d e s c ribi n g the p h e nom en a of d y sle x ia on texts, and scenes of the movie. Mor e ov e r, the findings were presented in the form of table and narrative or textual description . The findings r e v ea led that firstly, of 37 symptoms of dyslex...
Making sense of dyslexia: A life history study with dyslexic adults mapping meaning-making and its relationship to the development of positive self-perceptions and …
2011 •
Ruth Gwernan-Jones
Sing Jour West.pdf***
Thomas West
Editor’s note. This concept of giftedness in dyslexia is one that has not yet been widely addressedwithintheAsiaPacificcontext.Thisisdespitetherecognitiongiventothemild dyslexia of former prime minister of Singapore, Lee Kuan Yew, a seminal force in governmentforover30years.Asearchforeminentdyslexicsintheseareasrevealsonlythe Indian actor, Abhishek Bachchan, and the young dyslexic Malaysian pilot, Captain James Antony Tan, the youngest pilot tofly around theworld, withtwo entries in the Guinness Book of records,who is still only 21. There are undoubtedlymany more famous dyslexics who have not yet revealed their diculties in learning, because of the potential stigma attached.Thisrecognitionoftheextraordinarystrengthsofsomedyslexics,iftheyarenot too daunted by the diculties they experience in school, should begin to redress the balance.Aboveall,identifyingandsupportingtheproblemearlycanreducethepotential impact on selfesteem, allowing dyslexic people to fulfill their potential and make a full contributiontotheirenvironment.
Cassar J., (2013). How can I lose my shyness…? The exploration of self-knowledge through peer mediated articulations. In Azzopardi, A. (Ed.), Youth Responding to lives: An International Handbook (pp. 245–258). London: Sense Publishers.
Joanne Cassar
This chapter presents an ethnographic study conducted in a post-secondary school in Malta. It discusses the fears, sense of anguish, insecurity and lack of self-esteem of numerous adolescent girls, as they have emerged from a corpus of graffiti writings written on the female toilet doors of the school. The perceived feelings of inadequacy enmeshed with their accounts of personal experiences related to dating, sexual attraction and desire, body image and sexual encounters are counteracted by other graffiti writings, which promote positive ways of thinking and a sense of empowerment. Through these writings the female students form a sense of community, inclusion and belonging, as they seek to bond with each other in discreet and anonymous ways. Their attempts at destabilising a school system, which gives priority to academic perfomance and achievment, leads them to explore new ways of thinking about themselves.
