Reflections on Dyslexia: Empathy and Reflection Approach

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Context

The purpose of this activity is to begin, through the process of understanding and reflecting on the lived experience of individuals, and, on what has been studied so far about dyslexia. To achieve this the person first approach is introduced. The first step of this approach is to have empathy with the individual with dyslexia, to see the world through their eyes, and to understand how dyslexia has impacted on his or her life and learning. Too often we miss the perspective of the person with the lived experience. The person first approach helps us develop the desired skills to appreciate the perspective of the other and to empathize.

Empathy is a difficult step that takes time to practice, but throughout this module, we will be practicing the process to develop, through reflection, the perspective of the lived experience. Reflection is related to self and improving future practice through a retrospective analysis of action, and seeks to improve professional practice, through an understanding of the relative successes and failures of previous events.

This assessment task requires you to write a 1500 word report, using both empathy and reflection approaches. This report provides an opportunity for you to acknowledge person first methods, and documenting personal reflections.

Guiding statements that may help to facilitate the person first approach

• From your perspective, discuss how each story reaffirms and/or challenges your own views about dyslexia.

• Describe if the stories told in the video relate to your own bias, prejudice or assumptions relating to dyslexia.

• By putting yourself in the place of any one of the individuals, discuss the challenges s/he faced in different environments. This can be school, career pathways or personal circumstances

• Discuss how the reported lived experience contributes to the debate about meeting diverse learning needs of the student with dyslexia

Guiding Questions that may help to facilitate your reflection

• Consider your own practices and current involvement within education systems (e.g. teacher, support teacher, parent, allied professional such as psychologist).

• Explore potential changes to your views, and reflect on your acquired new knowledge about dyslexia

• Reflect on the value of a definition of dyslexia say what purpose you think it might serve.

• Consider how dyslexia might fit into policy and practice for effective teaching and learning

• How do you judge your ability to reflect on this topic after two modules?

Your report should be written in first person. In this activity, you will begin with the video

‘Reflections of Dyslexia’. You should allow 30 minutes to view, listen and make notes about the educational and life events that each of the adults had experienced. Use your notes to plan the format and structure of your report. Cite your sources appropriately using APA6 style.

Submit your assignment via the Assessment link in the main navigation menu in DYX 403 Dyslexia. The learning facilitator will provide feedback via the grade centre in the LMS portal. Feedback can be viewed in My Grades.

• Evidence of person first approach skill, to empathize with another person

• Evidence relating to reflective practice

• Use of documentary evidence

• Required components

Assessment Attributes

Fail (Unacceptable)

Pass (Functional)

Credit (Proficient)

Distinction (Advanced)

High Distinction (Exceptional)

Grade Description (Grading Scheme)

Fail grade will be awarded if a student is unable to demonstrate satisfactory academic performance in the subject or has failed to complete required assessment points in accordance with the subject’s required assessment points.

Pass is awarded for work showing a satisfactory achievement of all learning outcomes and an adequate understanding of theory and application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged.

Credit is awarded for work showing a more than satisfactory achievement of all learning outcomes and a more than adequate understanding of theory and application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged.

Distinction is awarded for work of superior quality in achieving all learning outcomes and a superior integration and understanding of theory and application of skills.

Evidence of in-depth research, reading, analysis and evaluation is demonstrated. A consistent academic referencing system is used and sources are appropriately acknowledged.

High Distinction is awarded for work of outstanding quality in achieving all learning outcomes together with outstanding integration and understanding of theory and application of skills.

Evidence of in?depth research, reading, analysis, original and creative thought is demonstrated. A consistent academic referencing system is used and sources are appropriately

acknowledged.

Evidence of Reflective and Reflexive thinking

50%

Descriptive Reflection

Descriptive writing only. There is no discussion beyond description.

Presents description (i.e. recounts experience) with no attempt to analyse or

Sympathetic Reflection

Mainly descriptive writing. There is some discussion beyond description and the description provides some focus for further reflection

Demonstrates acquisition of new content from

Empathetic reflection

Evidence of some deeper reflection using critical analysis on their performance and some evidence of exploration of choices and alternatives and comment on personal behaviour.

Demonstrates thoughts

Critical Reflection

The reflection is analytical or integrative, linking factors and perspectives

Demonstrates the application of learning to a broader context of personal and professional life. Journal entry provides

Metacognitive Reflection

The reflection is analytical or integrative, clearly linking factors and perspectives with evidence of deeper analysis.

Demonstrates examination of the learning process, showing what learning occurred, how learning

draw meaning from this experience.

No attempt is made to move beyond own experience or to extend understanding through other positions or points of view.

There is little evidence of other processing – e.g.

- very few new ideas are tested / represented.

significant learning experiences. Journal entry provides evidence of gaining knowledge, making sense of new experiences, or making linkages between old and new information.

Draws out some key learnings. The analysis focuses primarily on deepening understanding of own position or experience; other positions/points of view are not a feature of the discussion.

There is little evidence of other processing – e.g.

- few new ideas are tested / represented.

about or challenges to beliefs, values, and attitudes of self and others. Journal entry provides examples of self- projection into the experiences of other, sensitivity towards the values and beliefs of others, and/or tolerance for differences.

Draws out key learnings. The analysis focuses primarily on deepening understanding of own position or experience; other positions/points of view are a feature of the discussion.

There is some clear evidence of other processing – e.g.

- some new ideas are tested / represented

- others’ points of view are acknowledged.

evidence of use of readings, observations, and discussions to examine, appraise, compare, contrast, plan for new actions or response, or propose remedies to use in and outside structured learning experiences.

Draws on past and current experience to engage with abstract concepts and articulates key changes in disposition and knowledge, taking into account the complexities of the issue(s) and a range of other points of view.

Clear evidence of other processing

- several new ideas are tested / represented. There is a clear statement of something learned or solved.

occurred, and how newly acquired knowledge or learning altered existing knowledge. Journal entry provides thorough examples of evaluation or revision of real and proposed interactions.

Identifies developments in thinking and formulates conclusions and a substantial position regarding own skills, knowledge and experiences. This position is supported with deep reflection, relevant experience and insightful analysis of own and others’ points of view.

There is a very clear statement of:

- either something that has been learned or solved that relates to the purpose or the problematic nature of the description or

- there is a sense of moving on. For example, there is identification of a new area for further reflection or a

new question is framed.

Evidence relating to Practice

20%

Response shows no evidence of synthesis of ideas presented and insights gained throughout the subject.

No implications for the respondent's current involvement within education systems (e.g. teacher, support teacher, parent, allied professional such as psychologist)

Response shows some evidence of synthesis of ideas presented and insights gained throughout the subject.

Few implications of these insights for the respondent's overall involvement within education systems (e.g. teacher, support teacher, parent, allied professional such as psychologist) are presented as applicable.

Response shows good evidence of synthesis of ideas presented and insights gained throughout the subject.

Some implications of these insights for the respondent's current involvement within education systems (e.g. teacher, support teacher, parent, allied professional such as psychologist) are presented, as applicable.

Response shows thorough evidence of synthesis of ideas presented and insights gained throughout the subject.

The implications of these insights for the respondent's current involvement within education systems (e.g. teacher, support teacher, parent, allied professional such as psychologist) are thoroughly presented, as applicable

Response shows strong evidence of synthesis of ideas presented and insights gained throughout the subject.

Use of Documentary Evidence 20%

Participant makes no or very few links between their personal reflections and other forms of evidence. No meaningful use of evidence.

Participant attempts to make links between their personal reflections and some evidence but these are not very clear and cite a limited range of supporting evidence.

Participant makes sound links between their personal reflections and the relevant evidence with a good range of supporting evidence, for example, from documents, specific situations, or events that have a positive or negative impact on the individuals’ supports and needs.

Participant makes very clear links between their personal reflections and the relevant evidence with a very good range of supporting evidence, such as from documents, reports and specific situations, or events that have a positive or negative impact on the individuals’

supports and needs

Participant makes clear links between their personal reflections and the relevant evidence and cites an excellent range of supporting evidence, for example, from documents, specific situations including personal events that have a positive or negative impact on the individuals’ supports

and needs.

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