What can dyslexic paramedic students teach us about mentoring? A case study
Lavender, Rachael J.B.
Lavender, Rachael J.B.
Citations
Altmetric:
Journal Title
Book Title
Publication Volume
Publication Issue
Publication Begin Page
Publication End Page
Publication Number of Pages
Abstract
Abstract published with permission.
The context or background for the study: this paper was written following
a critical analysis and structured reflection on mentoring and teaching a dyslexic
paramedic student including approaching from personal experience as well as
identifying a gap in research. The purpose of this study was to discover what
paramedic mentors can do to improve their interactions with dyslexic stu-dents.
Basic procedures: following the experience of teaching one student, to work
on this definition of dyslexia: "difficulties in processing, particularly literacy and
the acquisition of reading, writing and spelling’." Using an analytical method –
qualitative and reflective. Main findings: inclusive learning helps to fight stigma
while improving education for all whether they dis-close dyslexia or not. There are
many steps that can be taken by mentors to support stu-dents, including allowing
time to think/to practise and support with organising. Conclusions: inclusive
learning benefits all students, not just students with dyslexia. Students do not
legally have to disclose a dyslexia diagnosis, so, introducing inclusive learning for all
students using accessible and practical learning could benefit more students.