Study of Dyslexia Students in Placement Settings - Dissertation Example

? Study of Dyslexia in placement settings Study of Dyslexia in placement settings The disability and discrimination act (department of work and pensions 2005) demand that public organisations such as universities creates the need to eliminate discrimination of disabled people through implementing policies that ensure meeting their needs and promoting equal opportunities. This is crucial to universities that deliver healthcare programmes, as they have the responsibility on disabled students in both academicals and clinical placement setting. The disability act (2010) now recognises dyslexia to be a disability rather than a difficulty, therefore, the law states that students with dyslexia should not disadvantaged during their education and placement practices. This will have to be conducted through proper communication and supervision. Disclosure and disclosure of the condition Disclosure is a crucial element the basis of this study. This is a strategy upon which universities ensures occupational therapy dyslexia students have the same opportunities as individuals without disabilities. Sanderson-Mann (2005) states that dyslexia exists within the clinical profession, which could be researched when a small number of clinicians came forward and disclosed their dyslexia. This is because awareness brings about appreciation. The college occupational therapy has set standards that students must adhere to. This is required, for the Health Professional Council, to register them. In reference to Sanderson (2005) dyslexia exists among clinical professionals; a small number of clinicians came forward to disclose their condition. As a result of this, the Royal College of Nursing conducted a review concerning the stigma, associated with dyslexia that prevents placement students to disclosing their condition in order to receive appropriate support. There is, however, no literature that provides the proof that dyslexia student is prone to clinical errors despite the concerns raised. With regards to this research conducted, more students are now coming forward to disclose their dyslexia. Challenges Experienced and Strategies Adapted This study stresses on the importance of disclosure, strengths and weaknesses, and coming up with strategies that will help combat challenges in disclosure, discrimination, self determination, manual skills and practicing safety among many others. There is also a discussion regard favourable strategies to curb the occurrences. In reference to Aiken and Dale (2005), supervisors can reduce the effects of these challenges by working in cooperation with the Disabled Discrimination act. They can also collaboratively communicate with clinical professionals with diagnosis of dyslexia. Emotional impact of condition and development of professional skills There is one study that has been carried out by Wright (2007) in relation to dyslexic occupational therapy assistants on an in-service occupational therapy course. From this study, a presentation has been put together in relation to the awareness of dyslexic within the occupational therapy profession, highlighting the challenges with which individuals may be confronted, such as personal factors of stress, disclosure, self-determination, discrimination from a professional concern, fitness to practice, numeracy, manual skills, record keeping and practicing safely. Dale and Aiken (2007) describe how as supervisors they can lessen the impact of these challenges by working under the Disabled Discrimination Act (2005) and collaboratively communicating with the clinical profession, and specifically with those clinical professionals with a diagnosis of dyslexia, meeting reasonable adjustments (Access to Work), gaining knowledge and awareness of the ways that can be implemented. Results The international dyslexia association that 15% to 20% of occupational therapy students, have dyslexia. The organisation termed dyslexia to be a lifelong condition in which individuals struggle with not being capable to meet others expectations. From the research, it was also evident that adult individuals stand exciting possibilities of doing away with challenges that faced their usual lives as a result of their condition. However, none of the studies provided specific information that can help understand the essence of the phenomenon, of living with dyslexia as an adult student, and the acceptance theory of adults living with dyslexia. The study also described the realisation that most students with the disability are under emotional stress because they fear to disclose their conditions due to of fear of discrimination. It was also noted that the students feared that managers in their placement settings may not understand their condition and declare them unfit for the study. From the research, it came out clear that either the managers at the placement settings or the student with dyslexia, have little or no idea that people that have dyslexia have their own potential that make them useful. Discussion Students with dyslexia may find placement practice more tiresome and stressful than others because of the extreme mental effort required. Some students in placement settings may be battling low self esteem. They may lack confidence in themselves, which in turn affects their performance in placement settings. They may also feel isolated and have it in their minds that other students understand tasks and learn procedures faster that may cause panic, anxiety, frustration and anger (Judith, 2005). Student life becomes extremely challenging and stressful most of the times, however, students who are dyslexic particularly are prone to stress. The challenge to meet demands of life in a placement setting and learning may be hard in some areas due to the primary characteristics of dyslexia. There are many ways in which one can manage stress such as recognising what causes your stress, recognising ones strengths, building a support network, asking for help just to mention but a few. The symptoms of your stress will always give one the clues to what one need to do to avoid it. There is some evidence to institutions and health care professionals do not know of the positive aspects of dyslexia. Having a negative view of dyslexic students and associating them with unsafe practice. In an experiment of members of council of deans, to find out what support gets given to occupational therapy students who had dyslexia, 25% identified practice risks with discussed possibilities of unsafe practice. As a result, of happenings as such, many students at placement settings do not tell their work manager’s bout their conditions. Some describe the condition in such a manner, that they make it such a weighty issue. A clear example is of a ward manager who termed a student at a placement setting as a danger at the work place. With reference to the above mention, it is clear that there is a general missing of knowledge about dyslexia, how individuals can develop adaptive mechanisms and how educational support can help students achieve safe practice. It is also beneficial to acknowledge that dyslexic students are of considerable potential although they get perceived to be erratic due to their condition. However, anyone can make clinical mistakes, and it has been pointed out that dyslexic students are ere extra vigilant. There is also no evidence that points out that dyslexic students cannot cope up with clinical practice (Judith, 2005). There is no documented research evidence that proves the incapability of therapy students with dyslexia to work free of error during their placement practice. Strategies that would enable future students to achieve set goals in clinical settings Mentors and therapy student educators should be aware of what adaptive strategies are available to dyslexic students. They shall where possible be able to encourage them, to use and develop those strategies, as it has been found that students do not always transfer strategies successfully to one area of similar tasks (Judith, 2005). Strategies of individual students will vary according to the degree of dyslexia experienced and often people will have already developed strategies of their own. Students can also be made aware of which practice there adaptive measures should improve. A compelling example is of a student who strengthened her compensatory strategies which lead to the improvement of her writing skills. Students may also have different learning styles, and it will be helpful to them to know which of the available options will be helpful to them. This will help them benefit them most during their clinical placement. Members in the clinical setting should develop a culture of giving a supportive atmosphere to dyslexic students. This is because stress has been known to be the main cause of poor performance to dyslexic students at placement settings. Improvement in performance of dyslexic therapy students is not an overnight performance. Follow colleagues in the clinical setting, should help in development in concept, by caring of their students. A more understanding and accepting environment can help in increasing the likelihood of students improving and disclosing their condition (Judith, 2005) Conclusion Getting to have an understanding of challenges facing students with dyslexia in a placemen setting may be daunting. It involves a free and open relationship between mentors and students. For mentors to know of the difficulties that a student may be having, without knowing whether a student is dyslexic or not demands strong commitment. It also deals with mentors own attitude towards literacy and disability, challenging them where necessary (Judith, 2005). There are many positive benefits accompanying offering help to such students. An excellent example is that they are likely not to drop out if they get help. Also in encountering a caring environment, it means, they will be able to deal with others in greater understanding and empathy. It can be said, that mentors should be able to, provide support to each student regardless of whether they are dyslexic or not (Judith, 2005). There might be students who struggle with their placement work, but have not been fortunate enough to receive formal recognition of having dyslexia. They may also not be recognised by the discrimination legislation as those that need to be helped. Recommendations After carrying out the study on level one and two therapy students with dyslexia, the following recommendations can be made. There should be reasonable adjustments made to enable future students work efficiently in their placement settings. Everyone is different and adjustments made will be individual based or focused. If more expensive adjustments are necessary, managers should apply for access to work schemes. Every student with either suspected or proven dyslexia should be advised to disclose the condition to the manager. This is so because it will help the managers at the placement setting offer adjustments that can prevent a dyslexia student from running into difficulties later. Dyslexia should be marketed positively. When one discloses dyslexia, there should be both honesty and steps performed to support one (Judith, 2005). Career destinations so far have useful briefing sheets for student services. Overtime assessments should also be established to help managers to handle students’ progress. This is done by the students providing assessments from educational psychologists or individual tutors. Support can also be sought, from government to work scheme, or through an independent dyslexia consultant. Mentorship should be properly developed as a practice for clinical placement for students with proven or suspected dyslexia. This is because mentoring helps in the creation of strategies and seeing into it that one puts efforts to develop. Limitations to the study The study of stud of students with dyslexia in this case is generalised. It does not give the experiences, of students, with suspected or confirmed dyslexia. This is because the level of dyslexia varies. Therefore, we are not certain whether the known difficulties are the only ones or there are yet more to be discovered. In this study, we are only told of the possible measures that can be use to help people with such disabilities. We are, however, not certain of the levels of success of these mechanisms and if they are certainly applicable. There is also no certainty that these methods are applicable to everyone because dyslexia varies with everyone. The study of dyslexia specifically focuses on the medicine field. The study does not tell us about the rest of the fields in business, how it affects and possible remedies to helping others. This should be significant because dyslexia does not choose who to affect. Others might have found this beneficial if they would be considered in the study (Judith, 2005). . This study also mentions of the benefits that dyslexia people may be to the field. It is, however, not clear if these benefits are permanent to the victims, or they may be affected overtime if no remedies are taken. This study only talks of dyslexia referring to its effects and possible steps that can be done to improve from the condition. We do not know of the adverse effects of dyslexia. We are also not informed the disability has permanent way of doing away with it, like a cure to the disability just like others do. The study mentions the law concerning support of those who have the disability in the work place. There is no clarification of advantages by law, to student s who have this disability. There is also no mentioning of punishments that employers who defy this law will face. There is also no clarity whether it is a must or optional policy to companies (Judith, 2005). Reference Judith, R. 2005. Research and reading disability. Maryland: Brookes Publishing. Read More