A Happy and Caring School: Capturing the Voices of Dyslexic and Non-dyslexic Learners about Their Ideal and Actual School Experiences

The increase in the number of students with special educational needs (SEN) studying in mainstream schools in Singapore has led to growing development in inclusive education practices.

However, there are few studies have explored these students' views about their schooling experiences and the barriers and support that they experience.

This present study seeks to explore the perspectives of dyslexic students, their parents and educators on their views on an ideal school environment and the actual school experiences of dyslexic learners in a mainstream school environment.

It is hoped that by finding discrepancies between the ideal and actual, the study would raise gaps in the provision and promote positive change in students' mainstream school experience.

Six pairs of dyslexic child-parent dyads, seven pairs of non-dyslexic child-parent dyads and 5 educators who have been in the support of dyslexic individuals in mainstream settings were recruited.

All student participants had recently completed primary education and were transitioning into secondary school at the time of research.

A mixed-methods approach using semi-structured interviews and questionnaires, was adopted in this study. Analysis for qualitative data was conducted using thematic analysis.

The findings revealed that dyslexic learners had a greater emphasis for their physiological and safety needs to be met.

In contrast, non-dyslexic learners placed a greater focus on developing mastery and gaining in-depth knowledge, while considering the physical aesthetic needs of the learning environment.

Dyslexic learners sought to have schools that offered a safe and supportive environment where there are no bullies.

Their parents sought for provisions that would build their confidence and school engagement.

Dyslexic learners who were interviewed generally had a mixed school experience.

All students faced academic challenges, and some faced bullying and peer difficulties. Yet, all learners found a significant adult at school, albeit overall support being varied and limited.

As stressed by all participants (dyslexic and non-dyslexic) groups, joint efforts by parents, teachers, school leaders, the education system and the wider society is needed to improve inclusion and school experience for all learners.

Implications for schools and educational psychologist practice, and recommendations for future research are considered.