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  • 1.
    Borgfors, Susanne
    Malmö högskola, School of Teacher Education (LUT).
    Att få diagnosen dyslexi först under gymnasietiden: tio ungdomars verklighet - en kritisk betraktelse (Getting the Diagnosis of Dyslexia only during Upper Secondary School: the Reality of Ten Adolescents - a Critical Study)2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Malmö University School of Education, School Development and Leadership Masters Programme in Special Needs Education Autumn Term 2008 Borgfors, S. (2008). Getting the Diagnosis of Dyslexia only during Upper Secondary School: the Reality of Ten Adolescents – a Critical Study. School Development and Leadership, Masters Programme in Special Needs Education, Malmö University. This qualitative study, performed with an abductive and reflexive method, is the result of interviews with ten adolescents who have received the diagnosis of dyslexia during their time at upper secondary school. The fundamental aim of the study was to examine if the process of diagnosing, and the diagnosis of dyslexia in itself, have affected the informants’ regard of self, study situation and study results. The interviews reflected the significance of attitudes among adults and peers, concerning the informants’ reading and writing difficulties, both before and after the diagnosis. To enable the students’ development of cognition and proficiency, it is of great importance how schools and teachers wield their power when interpreting the principles in the steering documents regarding special education needs. When comparing the interviews with results of earlier research, the lack of knowledge about dyslexia, the importance of normative patterns, attitudes and values in society, the classroom and the individual, with the following risks of stigmatization processes, became evident. The results of the study indicate that the process of diagnosing and the diagnosis itself have had positive consequences for the informants’ concept of self, study situation and study results. The study results also show that the informants fear the ignorance and prejudice of adults and peers. The results suggest that a diagnosis of dyslexia in itself is not stigmatizing to the individual, but confirm that the attitudes and values of others can be so. Continuing professional development of school leaders and teachers regarding reading and writing development/difficulties is of the utmost importance. Keywords: continuing professional development, diagnosing, dyslexia, knowledge, measures, norms, power, self, stigmatization, values Susanne Borgfors Tutor: Ingrid Sandén Examiner: Lena Lang

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