Behavioural challenges of secondary school students with dyslexia : the experience of three secondary school students

Abstract

This dissertation explores misbehaviour of secondary school students with dyslexia and the reasons behind them. It seeks to understand the relationship, if any, between dyslexia and challenging behaviour in class so as to help teachers find ways how to stimulate cooperative behaviour. As Dreikurs explains, challenging behaviour is always caused because of a reason (Dreikurs, 1957). The majority of diagnosed students with dyslexia in schools have experienced a sense of distress and failure. In fact, studies suggest that dyslexia is found to be a risk factor for low self worth, especially when associated with poor peer relations, low academic self concept, low parental support and involvement. However optimistic students with dyslexia who are most of the times students close to finishing school and looking forward to permanent employment, have good relations with peers, family and significant others. They also believe in their capacity to cope in different situations, enjoy sports and have hobbies and are therefore more able to compartmentalise the profile and mitigate some of its debilitating effects. In this study a Qualitative and Quantitative research methodology is used. Through the interviews and questionnaires conducted the author attempts to show that this ability requires a high level of persistence. Dyslexia often goes undetected or undiagnosed which results in teachers misunderstanding the motives and mechanisms of the student's behaviour which with proper knowledge and understanding teachers can avoid misunderstanding their students' behaviour. Results are investigated so that the findings would equip all the stakeholdres including parents, students, teachers, LSAs aw well as the Directorate for Educational Services in rendering dyslexic students good service.