What can dyslexic paramedic students teach us about mentoring? A case study

Abstract

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 stu-dents. 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 dis-close 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.