Learning with dyslexia in secondary school in New Zealand: What can we learn from students' past experiences?

Abstract

This study uses an interpretive approach to present the prior secondary school experiences of four students with dyslexia now studying at university. Students with dyslexia in Aotearoa/New Zealand have had to contend with a compulsory education system that has not recognised their learning struggles nor supported their particular ways of learning. Students have had to develop their own support strategies to complete educational qualifications. Students' experienced teacher and system ignorance of their learning difficulties and needs. Inappropriate support offered in an ad hoc manner impacted on their success. Despite this all students developed their own strengths and support networks, which helped them to progress in their education. The success of these networks influenced their decision to continue onto university. Students perceived their learning with dyslexia as different from their peers and creating difficulties within the existing educational system, but not disabling.

Notes

1. New Zealand Secondary Schooling covers Years 9–13.

2. National Certificate of Educational Achievement has three levels associated with year of compulsory schooling – Level 1 (Year 11), Level 2 (Year 12) and Level 3 (Year 13).