Supporting young people with dyslexia in international schools: a case study example of current provision in Southeast Asia
Abstract
This small‐scale qualitative study examines professional and parental perspectives of dyslexia within international schools located in Bangkok. The views of participants indicated that there is a need for a greater awareness of ‘dyslexia‐friendly’ approaches in these settings and a lack of resources to support the identification and teaching of individuals having specific needs. The findings also indicated that the collaboration between parents and professionals was central to what could be identified as ‘good practice’ and that the identification of difficulties alone, without the acknowledgement of an individual's strengths, could be detrimental. Opportunities for continuing professional development are highlighted as central to the needs of professionals working within this region.
