Experiences of Children with Dyslexia at School and Home Before Enrollment at an Approved School

Abstract

Children with learning difficulties are not exempted when enrolled at approved schools. The research objectives were to discover the experiences of dyslexic students in the learning process at school and home before their enrollment at approved schools. This qualitative study interviewed four students with dyslexia, recruited employing purposive sampling. The respondents fell within the age range between 15 and 20 years old. This study employed a thematic analysis. The study revealed that the respondents were fond of school due to their active involvement in sports and their appreciation for language subjects such as Malay Language and English Language, alongside other subjects like Mathematics and History. Based on the respondents’ feelings and experiences, dyslexic students conveyed anger and sadness due to challenges they encountered in reading and writing. Despite facing challenges with literacy, they derived joy and happiness from socialising and interacting with friends and had a positive perception of their teachers. The respondents additionally revealed that they had good relationships with their parents or guardians at home. It was significant that they mentioned that their parents refrained from comparing them to their siblings; this undoubtedly fostered their sense of self-worth and emotional stability. Outside of their immediate support network (parents, teachers, close friends), dyslexic children encountered negative stigma primarily from individuals who placed a strong emphasis on academic performance and grades. The negative stigma and pressure associated with academic performance could influence behaviours perceived as negative or immoral. This highlighted the significance of comprehending and supporting dyslexic children beyond their academic achievements.