What can dyslexic paramedic students teach us about mentoring? A case study
| dc.contributor.author | Lavender, Rachael J.B. | |
| dc.date.accessioned | 2019-09-12T15:51:01Z | |
| dc.date.available | 2019-09-12T15:51:01Z | |
| dc.date.issued | 2017-05 | |
| dc.identifier.citation | Lavender, R.J.B., 2017. What can dyslexic paramedic students teach us about mentoring? A case study. Journal of Paramedic Practice, 9 (5), 202–206. | en_US |
| dc.identifier.issn | 1759-1376 | |
| dc.identifier.issn | 2041-9457 | |
| dc.identifier.doi | 10.12968/jpar.2017.9.5.202 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12417/207 | |
| dc.description.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. | |
| dc.language.iso | en | en_US |
| dc.subject | Emergency Medical Services | en_US |
| dc.subject | Dyslexia | en_US |
| dc.subject | Education | en_US |
| dc.subject | Mentoring | en_US |
| dc.subject | Paramedics | en_US |
| dc.title | What can dyslexic paramedic students teach us about mentoring? A case study | en_US |
| dc.type | Journal Article/Review | |
| dc.source.journaltitle | Journal of Paramedic Practice | en_US |
| dcterms.dateAccepted | 2019-09-04 | |
| rioxxterms.version | NA | en_US |
| rioxxterms.licenseref.uri | http://www.rioxx.net/licenses/all-rights-reserved | en_US |
| rioxxterms.licenseref.startdate | 2019-09-04 | |
| refterms.panel | Unspecified | en_US |
| refterms.dateFirstOnline | 2017-05 | |
| html.description.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. | en_US |