The Affective Domain

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Issue 2: Secondary Aspects of Dyslexia

 

Task 2.1 - Self-esteem

Self-esteem is an area where children with dyslexia often experience problems. Persistent difficulties with reading writing and spelling result in loss of self-belief and may result in disengagement and eventually disaffection. Self-esteem impacts academically but also socially on pupils with dyslexia. Teacher understanding of the secondary aspects of dyslexia can avoid putting pupils into embarrassing situations in class.

There is often a need for class and subject teachers to take on a pastoral role to ensure pupils feel understood and supported.


  • Listen to the interviews below
  • Discuss, in your groups, approaches which may lessen the negative impact of low self-esteem and encourage the following:
    • developing confidence
    • teacher understanding of the pupil's difficulty
    • enabling the child with dyslexia to fit in and feel included
  • Decide who needs to action each of these approaches - teacher/peer group/whole school issue?
  • Mark each strategy appropriately - T/PG/WS etc

Task sheet AD2.1 - Approaches to support self-esteem

Confidence building approaches

 

 

 

 

 

 

Enhancing teacher understanding

 

 

 

 

 

 

Confidence and 'fitting in'


Alison, Steven's mum
Kincorth Academy
 

• Reports say Steven lacking in confidence



Pam, Connor's mum
Alford Academy
 

• Fitting in is important



Raymond, Gavin's dad
Stonelaw High
 

• Gavin doesn't want to be singled out



Tanya, Callum's mum
Nethermains Primary
 

• Frustrations of dyslexia



Pam, Connor's mum
Alford Academy
 

• Connor doesn't want to appear different



Francesca McKenzie
Cults Academy
 

• Confidence is an issue


Teacher understanding


Neil, Greg's dad
Alford Academy
 

• Teachers don't always appreciate impact of dyslexia



Hannah
James Young High
 

• Teachers need to understand about dyslexia



Connor
Alford Academy
 

• Subject teacher wouldn't explain dyslexia in correct way



Gavin
Stonelaw High
 

• Being put in embarrassing situations



Elaine Fish & Linda Assur - Transition Group workers
Barnardo's
 

• Talking with youngsters


Peer group understanding


Marcus
Blackburn Primary
 

• Difficulties in telling peers about dyslexia



Leona
Balbardie Primary
 

• Concerns for secondary


Note

Did you consider the possibility of discussing dyslexia with the whole class to give them an understanding of the strengths and difficulties associated with dyslexia?