Leslie, Rachel P. A. 
ORCID: https://orcid.org/0000-0002-0485-181X
(2020)
An interpretative phenomenological analysis of the experiences of parents of children with dyslexia in Australia.
Coursework Masters thesis,
University of Southern Queensland.
(Unpublished)
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Text (Whole Thesis)
Leslie, Rachel (2020), An interpretative phenomenological analysis of the experiences of parents of children with dyslexia in Australia .pdf Download (572kB) | Preview |
Abstract
Parents of children with dyslexia often feel powerless to help influence their child’s education, frequently having their concerns and input dismissed by schools. Within Australia there has been limited research into the experiences of parents. What literature there is would suggest that parents do not feel engaged by their child’s school, which is in contrast to Standard 7 of the Australian Professional Teaching Standards and many State and Federal parent engagement policies.
The recent debate surrounding the Year One Phonics Check (Y1PC) and its implementation beyond South Australia is focussed on the dichotomy of analytic or synthetic phonics, and has not yet drawn on parents’ perspectives to inform the implementation of a new standardised screener. Given the direct impact of the Y1PC on students with dyslexia, there needs to be stronger collaborative efforts between schools and families to help the students achieve academically and improve their mental health outcomes.
This paper examines the experiences of parents of children with dyslexia and their relationships with their child’s school. Interpretative phenomenological analysis (IPA) was used to explore the parents’ values and beliefs of their experiences. The IPA approach allowed for a rich and detailed exploration of the systems and contexts that influence parental experiences when their child has a diagnosis of dyslexia. Three participants were recruited to share their experiences of their children’s diagnoses of dyslexia and their interactions with their children’s schools. Semi-structured interviews were held via teleconference and transcriptions were analysed for descriptive, linguistic and conceptual elements. Parental experiences were explored through a relational developmental lens giving insight into how parent and student well-being is influenced by the relationship between schools and parents.
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Statistics for this ePrint Item |
| Item Type: | Thesis (Non-Research) (Coursework Masters) |
|---|---|
| Item Status: | Live Archive |
| Faculty/School / Institute/Centre: | Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -) |
| Supervisors: | Oliver, Mark; Curro, Gina |
| Qualification: | Master of Education (Guidance and Counselling) |
| Date Deposited: | 13 Apr 2021 05:50 |
| Last Modified: | 26 Jun 2023 05:01 |
| Uncontrolled Keywords: | children; parents; dyslexia; interpretative phenomenological analysis |
| Fields of Research (2008): | 13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified 13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori) |
| Fields of Research (2020): | 39 EDUCATION > 3904 Specialist studies in education > 390499 Specialist studies in education not elsewhere classified 39 EDUCATION > 3903 Education systems > 390302 Early childhood education |
| URI: | https://sear.unisq.edu.au/id/eprint/41814 |
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