Awareness of Dyslexia Among Maldivian Teachers

“Reading and learning are the two things that determine the success of a child during his school career. First he learns to read. Then he reads to learn. Reading is therefore a paramount of  importance in the educational process”.(Audiblox, 2010)

Dyslexia, first described over a century ago by a British physician, is the most common and most carefully studied of the learning disabilities, affecting 80% of all individuals identified as learning disabled.(Knowledge, 2009)  

According to information I received from an information session on dyslexia in University of Malaya ,the percentage of dyslexic students in Malaysia is 10 percent of student population. Besides that  some of the criminals in prison as well are known to be dyslexic according to the information I received  during the session. It is a sad fact that the number of dyslexic students has not been identified in the Maldives. Further I would like to highlight that in the information session I mentioned , the guest speaker, a senior official of dyslexia Association of Malaysia has identified that a large number of dropouts from school is also due to dyslexia though we fail as teachers and educators to identify and help them.

They are just normal students like you and I with some learning disabilities. They could be helped. But it is sad to know that some of them end up in special needs classes which  are strictly for students with disorders such as autism, hearing difficulties and difficulties in vision. These classes are not the right places for them .

Another sad story with regard to dyslexia in Maldives is that they go totally unidentified as dyslexic students but identified as “slow,” lazy, or “weird.

A small study was conducted based on the following objectives.

Objectives

Ø  To find the ways dyslexic students in Maldives could be helped

Ø  To find out whether teachers in the Maldives are aware of dyslexia

Ø  To find out whether teachers in Maldives are willing to help dyslexic children

Significance

As educators we always face different difficulties in achieving our goals. Some of the goals we leave just as a goal forever without achieving them just because it is difficult. Teachers are the main stakeholders in an educational organization as they engage themselves in achieving a desirable output from the students. Students are the reason why teachers and educational organizations exist. Yet we as teachers and educators fail to diagnose the reasons why a considerable percentage of students dropout from school. We misdiagnose them as various things which they not really are.

Further the condition in Maldives is worse in this regard. Yet we cannot blame Maldivian educators as education in Maldives has not reached its maturity, compared to developed countries

However, it is high time that we as educators of Maldives should make an effort to curb the problems related to dyslexia faced by students of Maldives.

This study evaluates the existing level of awareness which the Maldivian teachers have in this regard and the efforts made by the government’s teacher training authorities to assist children with dyslexia. This study could work as an eye opener for those who participated in this study as respondents of the interviews and those who read this study. This study would also help as a measuring device to understand the levels of awareness about dyslexia  Maldivian teachers have.

To learn about dyslexia please click the links about dyslexia  given on the right hand side.

Is dyslexia a curable disorder?

Audiblox is an effective tool in implementing to  overcoming dyslexia, dysgraphia and other learning disabilities(Audiblox, 2010) Further early care and attention would be of great support. Parents should pay attention on  reading disabilities of their children, without considering it as there carelessness. After a proper diagnosis only we can know whether the children are really careless or whether the problems are due to a disorder. Hence it is recommended to consult a good psychologist as early as parents and teachers identify that students have some of the symptoms mentioned in the links provided.

Results achieved from questionnaire administered

About the questionnaire and respondents

The questionnaire was designed for the purpose of this study considering psychological views related to personality. The questionnaire is a simple one designed to consume less time of respondents. However, time taken will depend on the alertness of the respondent.

The questionnaire was administered on teachers who have completed bachelor’s degree and have undergone teachers’ training provided by Faculty of Education, of the College of Higher Education in the Maldives except for one who has completed a diploma in management with other qualifications stated. The subjects were chosen according to their availability and willingness to answer. Further their educational background and experience in the field of teaching was considered.

The questionnaire had a very essential limitation. That was , not to administer and not to show last questions first as last part focuses on creating awareness about dyslexia. The final three questions evaluate the genuineness of the respondents and evaluates the quality of the questionnaire. One question in the questionnaire was modified in the process of answering as respondents felt difficult to understand.

The sequence of questions is deliberate and focuses on identifying the already existing level of awareness about dyslexia in the first part (question 1-3). The questions (4-6) evaluate the concern of Maldivian teachers and readiness to help their students. Questions (7-9) evaluate the level of dyslexic students in Maldives. Question 10 evaluates knowledge of the term dyslexia. Question 11 evaluates the keenness of the respondent to learn about dyslexia. Question 12 evaluates the respondents view in educating others on dyslexia. Questions (13-15) evaluate the genuineness and quality of questionnaire.

The answers for the questionnaire were derived online. 

Analysis of data

Table -1

respondent	awareness about dyslexia (Q1-3)	Concern and readiness to help (Q4-6)	level of dyslexic students in Maldives (Q7-9) Number of cases with difficulties	knowledge of the term dyslexia (Q10)	keenness of the respondent to learn about dyslexia  (Q 11)	view in educating others on dyslexia (Q12)	Genuineness (Q13-15)	quality of questionnaire (13-15)
1	Not aware	Concerned and ready	2	Had Knowledge	Keen	important	genuine	good
2	Not aware	Concerned and ready	56	No Knowledge	Keen	important	genuine	good
3	Not aware	Concerned and ready	20	No Knowledge	Keen	Very important	genuine	good
4	Not aware	Concerned and ready	27	No Knowledge	Keen	If necessary	genuine	Little long
5	Not aware	Concerned and ready	22	No Knowledge	Keen	important	genuine	okay

Table-1 shows the results attained by administering the questionnaire to find the awareness and concern about students with dyslexia among, Maldivian teachers.

If they have mentioned as have encountered the situation in question 7 and 9 besides the parts in question 8, it is marked as additional cases they have met, depending on the number they have mentioned.

Findings

The results obtained by administering the questionnaire indicate that even though the respondents were well educated and although they have spent considerable amount of time in the field of teaching they were not aware of dyslexia. One respondent who was a psychology graduate knew about the disorder as the respondent might have studied disorders. Yet the respondent has also not discovered the seriousness of the issue as the educational authorities in Maldives have not focused on it that much. Another reason I state so is because there is no component on dyslexia included in teacher training courses in Maldives, though the courses are conducted at Bachelors Degree level.

The study reveals that a lot of teachers are concerned about this issue and are ready to help the students with these difficulties.

From the numbers of cases encountered by the respondents it is clear that many other cases would be there. The low number of cases encountered by respondent number 1 is due to her current status (on leave for studies for three years)

It is shocking to know that there is no knowledge of the term dyslexia among many teachers. This also reveals the lack of attention given by the education sector of the Maldives to this area.

The keenness of the teachers to learn about dyslexia tells us that if they are provided with opportunities they are ready and that they ought to be provided those opportunities when they are self motivated.

The view to include a module on dyslexia in teacher training is supported by all respondents and it is essential as many problems occur in school environment as they are not attended, at times leading to high rate of school dropouts  and less productive students.

The respondents have answered genuinely and the level of questionnaire can be graded as good depending on the rating given by respondents.

The literature reveals that there are ways to help the dyslexic children and they can easily be identified. Further from literature also we come to know the highrate of dyslexic students in school communities.

Conclusion

Dyslexic students in Maldives could be helped in many ways. First of all the government and the ministry of education should be aware of the seriousness of the issue. A large number of students leaving school without good results and misbehavior in school can be explained by lack of attention to students with dyslexia.

Schools of Maldives need to have their own policies to help dyslexic students and even the Ministry of Education of the Maldives should have their policy to help dyslexic students.

Another important thing which could be done is to include a module on dyslexia in teacher training. Further NGO’s and the government could join together to support training of teachers to help dyslexic students.

Teachers also can help the students by learning on their own and by consulting Psychologists in Maldives regarding this issue to gain information. They can further discuss these issues in school.

Certainly teachers in Maldives would not be aware of dyslexia and urgency to attend to students with dyslexia as the study reveals it. Hence it is essential to carryout training and informative programmes on dyslexia for teachers as early as possible.

The study reveals that teachers enthusiastic to learn about dyslexia and are willing to help the Maldivian students. Hence school leaders and the Ministry of Education need to support them.

This study was conducted on a small scale. Hence, the results might not be the same when a larger population of teachers is included in the study. However, the issue is vital and need to be attended.

Mahdhy Shahid

Introduction

When we closely analyze the current condition of teachers we find that there is no source to connect teachers to one another to share and discuss their concerns about teaching and learning. Teacher networks are quite common in developed countries, though this is the first of its kind in the Maldives. Teacher networks are very helpful if utilized in the proper manner. A platform to share thoughts and views will certainly broaden the scope of understanding and knowledge.

The need for a way to connect teachers who are scattered all over the country in distant islands was rarely discussed in gathering of Maldivian teachers. Just getting the phone numbers of some new friends and contacting them through phone for sometime was a practice that existed among the teachers who attended some workshops or training programmes. In order to extend the horizon of our knowledge about teaching and learning and to make our connections long lasting and fruitful for our field a forum such as this was necessary. Further the disparity between the schools located in Male’ the capital and other islands is an issue addressed very frequently even now. I believe that a platform like this would narrow down the gap as materials , views and techniques used in developed schools can be shared via this blog with other schools, within a matter of seconds.

A forum like this is open to the international community of teachers and other networks like this. Thus this kind of open connections would enable Maldivian teachers to receive their views on the problems our teachers have.

It is quite possible that teachers in need would attempt to seek whatever possible help we could offer from this blog. However, it is very important for schools with better facilities and expertise, in the Maldives to share what ever possible with those who need via this blog. In the field of education if we fear to share what we treasure as knowledge, we have failed to achieve our main goal. Thus I request those who posses knowledge and expertise to utilize this blog to share them with those who are in need. I will certainly try to provide whatever possible resource as much as time permits me. Further I hope that I will receive the support and encouragement I require from the concerned educational authorities of Maldives.

I would like to thank those who visit this blog in advance as their visits and activities can only help this network grow and succeed.

Mahdhy Shahid