Self-efficacy Levels and Coping Strategies
Participants required – Undergraduate university students with and without Developmental Dyslexia
This study will investigate self-efficacy levels (individuals’ beliefs in their own abilities) and coping strategies (methods used to overcome stressful situations) in undergraduate university students with and without Developmental Dyslexia. Self-efficacy levels and coping strategies will be measured in a general and a university setting.
To participate you must be 18 years or above, currently studying as an undergraduate at university, English speaking and to have been formally diagnosed with Developmental Dyslexia or have no previous diagnosis or suspicion of having a learning difficulty.
If you agree to participate in the study, you will complete an online questionnaire. This can be completed on a computer, laptop, tablet or mobile device in your own time and typically takes 20 minutes to complete, but you may take as long as you need to.
For more information and to participate please follow the link - https://napiersas.eu.qualtrics.com/jfe/form/SV_b4xTT39VtYzGLAx
If you have any questions please contact the researcher – Holly Cockburn, email@example.com
Ends: February 2019
Transition to Tertiary Education Survey - Autistic and/or Dyslexic Women
This research is being supported by the General Teaching Council Scotland’s “Teachers as Researchers” initiative.
We wish to understand how well prepared you, identifying as an autistic or dyslexic woman, felt (or feel) on transitioning into Tertiary Education.
The main objectives that we want to address through the questionnaire are:
* How well prepared do women feel when they move into Tertiary Education?
* Can knowledge learnt in school transfer into skills which will help to cope with the demands of Tertiary Education?
Based on feedback from the questionnaires, we aim to develop a set of guidelines to support autistic and dyslexic women transitioning to further/higher education.
All questionnaires will be kept completely anonymous and confidential on password protected computers and used only for this research project.
By completing the questionnaire, you consent to your responses being used for the research project.
To complete the questionnaire please click here
It is open until the end of November 2018.
Would you be willing to share your experience of your child’s journey to being identified as dyslexic?
Rhona Macdonald has written a manuscript about her own journey in the 80s and 90s and would like to add some more recent journeys. Rhona has a publisher on board and aims to raise awareness of what it is like for a child to be misunderstood and mislabelled. This will provide parents and teachers an insight as to what a child lives through and therefore empower them to make a change to that child’s life. The book will be published online. Please contact Rhona on firstname.lastname@example.org if you and/or your child are interested in participating.
Autonomy, Rights and Children with Additional Support Needs
The aim of this research is to examine how children’s rights are being promoted in the area of special and additional support needs. The research is being conducted by two teams, one based at the University of Edinburgh and one at the University of Manchester.
Parents and carers of children and young people with additional support needs have for some time had a right to have a say in their child’s education. There has been an increasing emphasis on ensuring that the views of children and young people with special and additional support needs are reflected in important decisions relating to their education. This research aims to explore the extent to which children and young people are being given opportunities to participate in everyday decisions about their education and also in disagreement resolution processes. The research will provide information on:
- The strategies used by schools and local authorities to engage children and young people in educational decision-making;
Children’s and young people’s views on their involvement in decision-making relating to their education;
Parents/carers’ views on the extent to which their children are active participants in the decision-making process;
Factors which promote or inhibit the ability of children’s and young people’s views to be heard and taken into account.
For further information about the project contact: Professor Sheila Riddell, e-mail: Sheila.Riddell@ed.ac.uk; phone: 0131 651 6597
To see the questionnaire, click here.
Study into the use of social media amongst parents of children with hidden disabilities
Participants needed to help look at the use of social media as a coping strategy. Click here to take part.
Call for dyslexia research participants: adults, both with and without dyslexia
Researchers at the University of Trento (Italy) are studying the perception of webpage visual complexity by people with dyslexia versus average readers. The research aims to improve the next generation of Web accessibility guidelines, particularly focusing on the legibility of the Web for dyslexic people.
The researchers are now looking for participants for a brief online study. Both dyslexic and average readers are needed. The study includes viewing webpages and rating how complex they seemed. The webpages will very briefly be flashed on the screen. The study should take less than 15 minutes.
If you would like to participate in the research, please follow the link: http://dyslexia.atw-lab.com/welcome/adult/en/web/
Note: the study does not run from a mobile device because it needs a larger monitor.
Email for research-related requests: email@example.com
Dyslexia tutors and assessors required to trial new software that builds confidence and productivity for dyslexic writers
SprintPlus, is a relatively new piece of software that students and adults use to proof their written work either at school, university or work. We would like to invite dyslexia assessors or tutors from all areas to trial SprintPlus. In return for your feedback we will give you a free license.
We believe that SprintPlus builds the confidence and productivity of dyslexic writers but we want your thoughts and comments.
New research on visual issues
Teams from Bristol and Newcastle universities carried out eye tests on more than 5,800 children and did not find any differences in the vision of those with dyslexia. Report co-author Alexandra Creavin said eyesight was "very unlikely" to be the cause of such reading problems. The study draws on a long-term tracking study in the Bristol area, which has followed the health of more than 14,000 children since the 1990s.Click here to find out more.
Click here for a statement on the research and the BBC article by the International Institute of Colorimetry.
Click here for Dyslexia Scotland's leaflet on Visual Issues.