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Dyslexia and Traumatic Experiences


Evelin Witruk, Shally Novita, Yumi Lee and Dian Sari Utami

This book focuses on dyslexia and traumatic experiences. It strives towards fostering a scientific exchange that promotes emergence of synergy effects and real progress in the understanding of dyslexia, psychological trauma, and stress experiences, as well as special methodological problems of qualitative research. The international and interdisciplinary team includes authors from Indonesia, Sri Lanka, Morocco, Sudan, South Africa, South Korea, Iran, China, Portugal, and Germany. The main topics of the book relate to dyslexia with some new perspectives on this old phenomenon, to traumatic experiences, to intervention methods and to some special methodical problems, particularly in qualitative research methods.
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Buddhiprabha D. D. Pathirana - Rainbow Forever: Recommendations and Suggestions for Potential Psychosocial Interventions to Sri Lankan Children with Dyslexia


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Buddhiprabha D. D. Pathirana

University of Peradeniya, Sri Lanka

Rainbow Forever: Recommendations and Suggestions for Potential Psychosocial Interventions to Sri Lankan Children with Dyslexia

Abstract. Specific learning disabilities, such as dyslexia, remain a concern for the children, families involved, and educationists/ education systems. Children with dyslexia may have varied psychosocial issues, due to the necessity of being expected to and their desperate attempts to fit into a so called ‘normal reading/writing class’. Hence, left unaddressed, dyslexia may lead to frustration, low self-confidence, and poor self-esteem which may substantially increase the risk of developing psychological and emotional problems within these children. Even though scientific research on dyslexia during the past few decades has revealed a great deal about its nature, aetiology and assessment, in the Sri Lanka milieu extremely few measures have been carried out in this area. As a result, only a handful of diagnostic and remedial programs are available for Sri Lankan children with dyslexia (SCwD), with majority of them being provided by professionals in private, fee levying contexts. While recognizing the importance of providing universal early detection and remedial programs to all SCwD, the present study explores the psychosocial services available to them using semi-structured interviews (with experts, teachers and SCwD). The study also provides recommendations to potential changed agents (policy makers, primary school teachers, teacher trainers, clinicians, and parents of SCwD) of the micro, macro and meso-levels to improve and develop the situation of SCwD.

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