Evaluating the teaching and learning experience for the child with dyslexia in special and mainstream settings in Ireland

This study examines and evaluates special provision for pupils with dyslexia in three different settings: reading schools, reading units and mainstream support. The research focused on the teaching and learning context for pupils with dyslexia, the support teacher, the mainstream teacher and the experience of the student. The main participants were teachers and tutors supporting pupils with dyslexia, and the parents of these children. Survey methods included questionnaires, focus group discussions, interviews and quantitative data on pupils' reading attainment. In addition, a total of six schools, two representing each model of support, were selected as case studies. This article reports part of a larger survey, which evaluated the effectiveness of three models of special provision for children with dyslexia in primary school. The study shows that there are academic and social benefits for the child with dyslexia who is enrolled in a special setting. However, placement in a reading school or reading unit per se does not guarantee that a child will ‘catch up’ with his or her peers. The findings reported a similarity in the methods and practices teachers use in both mainstream and special settings. The discussion suggests that if teachers are to ‘catch them before they fall’ there are serious questions that must be asked about how we are teaching basic literacy skills. The findings suggest an urgent need for a more balanced approach to teaching reading and writing.     

A Comment on “An Empirical Investigation of the Construct Validity of Empathic Understanding Ratings”

The data reported by Avery and his colleagues do not support their challenge to the construct validity of empathic understanding ratings. It is argued here that empathic understanding ratings should demonstrate “correspondence” and independence. Since the results of Avery et al. are indicative of these factors. their conclusion is unwarranted.     

Voices of Care and Justice in Clinical Supervision: Issues and Interventions

The article by Twohey and Volker (1993) provides a useful point of departure for discussing gender bias in supervision and for offering suggestions for supervisors.