Aris: A case study of an adolescent with severe learning difficulties in Cyprus
The current study focuses on the impact of dyslexia on students’ social and emotional wellbeing and examines the following: 1) Ways in which the personal environment influences the emotions, social skills and behaviour of children with dyslexia. 2) The significance of teacher skills in the self-imag...
| Main Author: | |
|---|---|
| Format: | Dissertation (University of Nottingham only) |
| Language: | English |
| Published: |
2010
|
| Online Access: | https://eprints.nottingham.ac.uk/25526/ |
| _version_ | 1848792998392889344 |
|---|---|
| author | Antoniou, Antigoni |
| author_facet | Antoniou, Antigoni |
| author_sort | Antoniou, Antigoni |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | The current study focuses on the impact of dyslexia on students’ social and emotional wellbeing and examines the following: 1) Ways in which the personal environment influences the emotions, social skills and behaviour of children with dyslexia. 2) The significance of teacher skills in the self-image development of children with dyslexia.
It provides an overview of the key literature issues relevant to the emotional development of children with dyslexia. It then describes a single-case study of a 14 year old Cypriot boy, officially diagnosed with dyslexia. The methods used in the data collection, namely, semistructured interviews with the boy and his mother, observation and the use of documents, are analysed. The study considers the impact of teachers, peers and parents on students’ self-esteem. It suggests that the personal relationships contribute significantly to the selfesteem
of students with dyslexia. Based on the findings of the study, the most significant factor that contributed to the boy’s low self-esteem was the negative teacher perceptions on dyslexia, due to lack of training, and, consequently, lack of skills. The study concludes that, although the Cypriot Educational System implements “inclusion” of students with difficulties in mainstream schools, it is slack and in need of reform in order for “inclusion” to be
effective. Teacher support seems to be imperative for children with dyslexia, particularly, for their self-esteem, as this affects their academic performance. However, teacher support is dependent on effective teacher training that can guide teachers in their acceptance of
children with learning difficulties, and also provide them with the skills needed to support their students.
Recommendations are made for further research into the significance of personal relationships for children’s self-esteem. |
| first_indexed | 2025-11-14T18:53:18Z |
| format | Dissertation (University of Nottingham only) |
| id | nottingham-25526 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T18:53:18Z |
| publishDate | 2010 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-255262018-01-26T02:47:32Z https://eprints.nottingham.ac.uk/25526/ Aris: A case study of an adolescent with severe learning difficulties in Cyprus Antoniou, Antigoni The current study focuses on the impact of dyslexia on students’ social and emotional wellbeing and examines the following: 1) Ways in which the personal environment influences the emotions, social skills and behaviour of children with dyslexia. 2) The significance of teacher skills in the self-image development of children with dyslexia. It provides an overview of the key literature issues relevant to the emotional development of children with dyslexia. It then describes a single-case study of a 14 year old Cypriot boy, officially diagnosed with dyslexia. The methods used in the data collection, namely, semistructured interviews with the boy and his mother, observation and the use of documents, are analysed. The study considers the impact of teachers, peers and parents on students’ self-esteem. It suggests that the personal relationships contribute significantly to the selfesteem of students with dyslexia. Based on the findings of the study, the most significant factor that contributed to the boy’s low self-esteem was the negative teacher perceptions on dyslexia, due to lack of training, and, consequently, lack of skills. The study concludes that, although the Cypriot Educational System implements “inclusion” of students with difficulties in mainstream schools, it is slack and in need of reform in order for “inclusion” to be effective. Teacher support seems to be imperative for children with dyslexia, particularly, for their self-esteem, as this affects their academic performance. However, teacher support is dependent on effective teacher training that can guide teachers in their acceptance of children with learning difficulties, and also provide them with the skills needed to support their students. Recommendations are made for further research into the significance of personal relationships for children’s self-esteem. 2010 Dissertation (University of Nottingham only) NonPeerReviewed application/pdf en https://eprints.nottingham.ac.uk/25526/1/Antigoni_Antoniou.pdf Antoniou, Antigoni (2010) Aris: A case study of an adolescent with severe learning difficulties in Cyprus. [Dissertation (University of Nottingham only)] (Unpublished) |
| spellingShingle | Antoniou, Antigoni Aris: A case study of an adolescent with severe learning difficulties in Cyprus |
| title | Aris: A case study of an adolescent with severe learning difficulties in Cyprus |
| title_full | Aris: A case study of an adolescent with severe learning difficulties in Cyprus |
| title_fullStr | Aris: A case study of an adolescent with severe learning difficulties in Cyprus |
| title_full_unstemmed | Aris: A case study of an adolescent with severe learning difficulties in Cyprus |
| title_short | Aris: A case study of an adolescent with severe learning difficulties in Cyprus |
| title_sort | aris: a case study of an adolescent with severe learning difficulties in cyprus |
| url | https://eprints.nottingham.ac.uk/25526/ |