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Considering the role of traditional and specialist schools: do school experiences impact the emotional well‐being and self‐esteem of adults with dyslexia?
Author(s) -
Nalavany Blace Arthur,
Carawan Lena W.,
Brown Lashaunda J.
Publication year - 2011
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/j.1467-8578.2011.00523.x
Subject(s) - dyslexia , psychology , self esteem , developmental psychology , emotional well being , medical education , clinical psychology , reading (process) , medicine , political science , law
While increasing attention is being paid to the influence of specialist and traditional school settings on the emotional well‐being and self‐esteem of children with dyslexia, there appears to be a need for more attention to how different educational settings may impact adulthood. To respond to this gap, this study by assistant professors Blace A. Nalavany and Lena W. Carawan, and graduate student Lashaunda J. Brown, all at East Carolina University, explores how the role of traditional and specialist school settings may have long‐term effects in adulthood. The findings reveal that educational experiences have a compelling impact on the emotional health and self‐esteem of adults with dyslexia. Implications reveal that there are important lessons to learn from specialist schools that can benefit traditional school settings.