AbstractsEducation Research & Administration

Markmið rannsóknarinnar var að skilgreina hvaða sameiginlegu þættir gera nemendum með dyslexíu kleift að stunda Háskólanám. Níu einstaklingar voru teknir í viðtal, sem áttu það sameiginlegt að hafa náð góðum árangri í framhaldsskólum og stunda nám við Háskóla Reykjavíkur (HR). Rannsóknin beindist að reynslu viðmælenda af framhaldskólanámi og þá sérstaklega námi í erlendum tungumálum. Einnig var tekið viðtal við kennara sem kennir námskeið um dyslexíu, til að fá víðtækari sýn á umfjöllunarefnið. Niðurstöður rannsóknarinnar gáfu almennt til kynna að þátttakendur hefðu fengið stuðning sem gerði þeim kleift að stunda nám á háskólastigi. Einnig sýndu niðurstöður að þátttakendur í rannsókninni voru gæddir ákveðnum persónueinkennum sem hjálpuðu þeim við að ná árangri í námi, en þau voru dugnaður, þolinmæði og þroski. Hvatning og sjálfsálit voru einnig mikilvægir þættir. Aðrar niðurstöður gáfu til kynna að nemendurnir áttu í erfiðleikum með tungumálanám, þá sérstaklega ensku, en nokkrir af viðmælendunum sögðu að þeim þætti enska erfiðasta greinin í framhaldsskóla. Þrátt fyrir að enska var talin erfið, þótti nemendum hún almennt mikilvæg, og sumir kusu að fara utan í þeim tilgangi að læra tungumálið. The focus of the study was to identify what common features enables dyslexic students to achieve higher education. This was done by interviewing nine dyslexic students that had successfully achieved higher education and were currently studying at Reykjavík University (HR). The study also focused on upper secondary school experience of the students, with a emphasis on foreign language learning. A teacher of a dyslexia course was also interviewed to get a broader experience on the topic. The findings of the research was that the participants commonly indicated that they had received support that helped them achieve higher education. Another finding of the study was that the participants all had characteristics that helped them become successful; perseverance and maturity. Motivation and self-esteem was also reported to help these students. Other findings were that the participants found foreign language learning difficult. English was reported to be especially difficult, as few of the participants claimed that they thought English was the most difficult subject in secondary school. English was found to be considered important tool by the participants as some of them had gone to language schools or moved abroad just to learn the language.