Beyond the b’s and d’s : a retrospective narrative on secondary schooling from adults with dyslexia and counsellors

Abstract

This study explored the secondary schools experiences of young adults with dyslexia and counsellors working with secondary school students. The research explored the psycho-social effects of dyslexia vis-a-vis the secondary school experience as lived by students with dyslexia and experience in counselling sessions. Since the research explored direct experiences, a qualitative methodology using a narrative approach was considered most appropriate. Semi-structured individual audio-recorded interviews were conducted with a purposive sample of six participants - three young adults with dyslexia and three counsellors with experience working with students with dyslexia. Personal narratives were thematically analysed and also presented as a narrative in dialogue format to offer readers the development of the themes with fictonal characters representing the two distinct sample groups. The findings revealed frustrations due to the environment that living/working with this profile provokes in both students and professionals Participants outlined the benefits for counselling with students with dyslexia. They stressed that dyslexia cannot be addressed in a vacuum but that the one’s context and personality are important. Participants emphasized that the counsellors’ role is not only related to the counselling room, but advocacy, education and a pro-active approach are required. Recommendations for future research, policy and implementation as elicited from the participants’ voices include preparation on dyslexia and factors aligned with it as part of the counsellors’ formation training, given the presence of students with dyslexia in schools and in the community; and its pervasive nature. Another recommendation is that students with dyslexia expect counsellors to be active at policy and advocacy levels with other stakeholders.