Rachael JB Lavender
Journal of Paramedic Practice, Vol. 9, Iss. 5, 05 May 2017, pp 202 - 206

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 students.

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 disclose 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.

Return to article listing

To view this article

information You cannot access this article because you do not have a valid subscription. Please use the options below to create a subscription. If you have any queries about your account please contact our subscriptions department or telephone free 0800 137201 (UK callers only) or +44 (0)1722 716997 for callers outside the UK.

Existing users sign in Personal subscription Pay per article

Sign in