The Development of a Dyslexic Learner in the Autonomy Classroom - a Case Study

Abstract

Dyslexia has been studied and researched for many decades now, but the underlying causes still remain unknown. There are a host of competing theories many of which focus on various forms of neurobiological impairment. Since therapies would have to start out from the identification of an underlying cause, this means that most treatments are based on speculative theorizing. The more authoritative studies argue the point that dyslexia is a stable condition. This means that the most promising path towards supporting dyslexic learners would be to set up a learning environment in which their personality and especially their self-esteem can develop in a climate of mutual trust and respect. The article summarizes the content of a specific psychological program for developing self-esteem and compares its recommendations with what happens in the autonomy classroom. The logbook entries of a severe dyslexic learner testify to the fact that she feels accepted and respected by teacher and classmates alike, which augurs well for her linguistic development. Text samples covering a span of five years give evidence of a successful learning undertaking.