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Article: Positive Psychology and Enhancement of Home-School Support for Students with Dyslexia: An Evaluative Study

TitlePositive Psychology and Enhancement of Home-School Support for Students with Dyslexia: An Evaluative Study
Authors
KeywordsDyslexia
Positive Psychology
Home-school cooperation
Issue Date2006
PublisherCommon Ground. The Journal's web site is located at http://thelearner.com/about-the-community
Citation
International Journal of Learning, 2005/2006, v. 12 n. 6, p. 245-254 How to Cite?
AbstractSince the 1990s, teachers and parents in Hong Kong have finally established some understanding of children suffering from dyslexia. However, helping them to attain academic progress still posed a nearly insurmountable challenge to them. In 2003, the current research team successfully convinced three secondary schools in Hong Kong that feelings of being understood and accepted can bring confidence and improvements in study attitude and even enhance performance in such children. A home-school cooperation project was then launched in each of the schools to cultivate the necessary understanding and acceptance to make these students feel secure. Principles of positive psychology and strength-based education were strategically applied in their individualized education and enrichment programs to encourage them to try to attain their self-designed goals. Qualitative and quantitative data like scores on the Parental Stress Index and the Eyberg Child Behavior Inventory were collected to compare their psychosocial condition across different phases of the study. This paper reports on the encouraging progress of such students after the first phase of the IEP was completed. The usefulness of positive psychology in the context of the tripartite interaction of the parents, teachers and students with special educational needs was identified and discussed.
Persistent Identifierhttp://hdl.handle.net/10722/89597
ISSN
2015 SCImago Journal Rankings: 0.111

 

DC FieldValueLanguage
dc.contributor.authorTsang, SKMen_HK
dc.contributor.authorLeung, Cen_HK
dc.date.accessioned2010-09-06T09:59:08Z-
dc.date.available2010-09-06T09:59:08Z-
dc.date.issued2006en_HK
dc.identifier.citationInternational Journal of Learning, 2005/2006, v. 12 n. 6, p. 245-254en_HK
dc.identifier.issn1447-9494-
dc.identifier.urihttp://hdl.handle.net/10722/89597-
dc.description.abstractSince the 1990s, teachers and parents in Hong Kong have finally established some understanding of children suffering from dyslexia. However, helping them to attain academic progress still posed a nearly insurmountable challenge to them. In 2003, the current research team successfully convinced three secondary schools in Hong Kong that feelings of being understood and accepted can bring confidence and improvements in study attitude and even enhance performance in such children. A home-school cooperation project was then launched in each of the schools to cultivate the necessary understanding and acceptance to make these students feel secure. Principles of positive psychology and strength-based education were strategically applied in their individualized education and enrichment programs to encourage them to try to attain their self-designed goals. Qualitative and quantitative data like scores on the Parental Stress Index and the Eyberg Child Behavior Inventory were collected to compare their psychosocial condition across different phases of the study. This paper reports on the encouraging progress of such students after the first phase of the IEP was completed. The usefulness of positive psychology in the context of the tripartite interaction of the parents, teachers and students with special educational needs was identified and discussed.-
dc.languageengen_HK
dc.publisherCommon Ground. The Journal's web site is located at http://thelearner.com/about-the-communityen_HK
dc.relation.ispartofInternational Journal of Learningen_HK
dc.rightsInternational Journal of Learning. Copyright © Common Ground.-
dc.subjectDyslexia-
dc.subjectPositive Psychology-
dc.subjectHome-school cooperation-
dc.titlePositive Psychology and Enhancement of Home-School Support for Students with Dyslexia: An Evaluative Studyen_HK
dc.typeArticleen_HK
dc.identifier.emailTsang, SKM: hokitman@hkucc.hku.hken_HK
dc.identifier.hkuros124586en_HK
dc.identifier.volume12-
dc.identifier.issue6-
dc.identifier.spage245-
dc.identifier.epage254-
dc.publisher.placeAustralia-

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