Abstract
The purpose of this study was to investigate the parental experiences of their children’s screening for and diagnosis with dyslexia, and special education identification. Fifteen parents of school-aged children diagnosed with dyslexia participated in in-depth interviews. The interviews were analyzed using constant comparison methods. The results were as follows: Parents acknowledged their children’s reading difficulties in either the early ages or early elementary years, but they hardly knew of dyslexia. There were few reliable diagnosticians to identify their children’s reading difficulties and to guide their therapeutic efforts. In order to identify their children’s difficulties effectively, parents requested special education identification. However, the interpretation of identification criteria differed case by case, and an unreasonable identification process was evident. The parents strongly suggested that there were urgent needs for early screening, a comprehensive school reading program, and personal development programs for children with dyslexia. Based on the results, implications of the parents’ experiences were made in improving the screening, diagnosis and special education identification for children with dyslexia.
Published Version
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