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    "It's all of these puzzle pieces" : the representation and the manifest discourse of dyslexic experience : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Anthropology at Massey University, Auckland, New Zealand
    (Massey University, 2016) Gibbons, Ruth
    Dyslexia as a term to define bodies has undergone various interpretations in the 120 years since it was first diagnosed (Shawitz 1996:98). The numbers of people calculated as dyslexic world wide ranges from 1 in 4 to 1 in 10 reflecting confusion about what dyslexia actually is, as well as issues around how people are diagnosed (Elliot and Grigorenko 2014:31-34). Research about dyslexa has happened in a variety of fields including education, psychology, and medicine but anthropology has been predominantly silent in the discourse of dyslexia. This thesis explores dyslexia from an anthropological perspective as embodied experience and expression through worlding. Through working collaboratively with people with dyslexia it explores intersubjective relationships, language expression, sensory awareness and being-in-the-world. A central part of this exploration was using art as a way to understand knowing (Rapport and Harris 2007, Hogan and Pink 2010), which expanded into explorations of how dyslexics attune sensory knowing and pay attention to all of the experiences of everyday life. Using art as an empathetic ethnographic invitation I discuss and explore dyslexia as a way of knowing and moving through the world. Therefore, I focus on dyslexia beyond a diagnosis into the way people inhabit and negotiate their experiences as complex, creative agents in their lifeworlds. The research covers creation of artworks, making new words to represent dyslexic experiences and many discussions late into the night. It has been a collaborative exploration of experience. From discussions of whether Giraffes need scarves through to declarations of “we are iron man” my collaborators have expressed their ways of being-in-the-world and this thesis engages with their dynamic ways of interpreting and knowing the world.
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    The relationship between SPELD and schools in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Auckland, New Zealand
    (Massey University, 2010) Devine, Jennifer Mary
    This research investigated the relationship between SPELD teachers and classroom teachers from the Wellington region. A key issue identified in a 2009/2010 evaluation of the SPELD New Zealand organisation was the lack of effective collaboration between SPELD teachers and individuals in the education sector. The present study sought to identify what supports SPELD and schools to work together, what factors restrict the relationship between SPELD and schools, and how can collaboration between SPELD and schools be enhanced. Using a case study methodology, this research investigated SPELD teachers’ views and experiences about their relationships with classroom teachers and the schools in which they operate and classroom teachers’ views and experiences about their relationships with SPELD teachers and the SPELD organisation in which they operate. The study found that while there were a number of positive factors contributing to an effective collaborative relationship between SPELD teachers and school teachers, there were a number of issues restricting the relationship. In particular, issues arose concerning tutoring within school hours and alignment with the work and schedules of existing specialist staff. Suggestions are offered about ways in which collaboration between SPELD and schools could be enhanced.
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    It's not all black and white : the transition of students with dyslexia into the first year of university study : a thesis presented in partial fulfilment of Master of Education (Adult) at Massey University (Manawatu), New Zealand
    (Massey University, 2010) Rowan, Linda M.
    This thesis is a qualitative study using constructivist grounded theory of the learning experiences of four students at one university in New Zealand. The students, ranging in age from 18 to 22 years, identify as being dyslexic. It is an exploration of the ways in which dyslexia has affected their prior educational experiences, their decision making about future study, and their transition into the first year of university study. The ways in which students frame their understanding of dyslexia and how this affects their approach to learning at university are investigated. This thesis uses an interpretivist methodology and the grounded theory methods of Charmaz (2006). The thesis starts with an outline of the epistemological basis for the research, followed by a discussion of the place of literature in grounded theory methods, use of the literature in this study and a review of the literature. The methodological basis and methods used in this study are then presented. The presentation of the participants‟ interpretation of their experiences of learning with dyslexia and transition to university are given as individual synopses and through categories which emerged from the data. The main findings are presented in the discussion using a tentative model based on four stages of discovery, acceptance of dyslexia, and learning with dyslexia which frame participants‟ experiences and decision making. Two factors of importance overlying the model are: the discourse of dyslexia presented to and held by the student, and the degree to which the students are able to self advocate. The absence of a common understanding of dyslexia has affected the students‟ self confidence, and ability to advocate at university level. The academic resilience, academic buoyancy, and determination of these students to succeed and be accepted as capable learners, despite educational barriers, is related to the recognition of dyslexia by the student and society, and the nature of support provided in earlier education. The findings in this thesis provide a basis for further understanding of the transition to university for students who have struggled in high school, and for a wider acceptance of the varied ways in which learning differences can be supported in education.