It’s a kind of magic : the lived experiences of music educators teaching children with a profile of dyslexia

Abstract

This study explored the lived experiences of music educators teaching children with a profile of dyslexia. Five music educators who have either taught in the past or are currently teaching students with dyslexia participated in this study. Data were collected using semi-structured audio recorded interviews, and analysed through Interpretative Phenomenological Analysis [IPA]. Findings yielded five main themes: Music Teaching, Music Educators’ Perception of Profiles of Dyslexia, Music Educators’ Techniques Used with Students with Dyslexia, Teacher Training Background, and Job Gratification. Participants described their experiences of teaching and reflected upon them in the context of trying to understand the difficulties of students with a profile of dyslexia. Findings also highlighted issues of lack of local training, challenges in understanding profiles of students, as well as difficulty in accessing resources. The recommendations, which aim to improve the learning experiences of students with dyslexia, include further research to explore the difficulties experienced by music teachers who instruct students in different instruments, and training and continued professional development addressing Specific Learning Difficulties.