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DysTRANS-Supporting Dyslexic Individual in Transition from Primary to Lower Secondary School

INTERNATIONAL ANALYSIS

17.06.2018

This Project is funded by the Erasmus+ Program of the European Union. However, European Commission and Turkish National Agency cannot be held responsible for any use which may be made of the information contained therein.

This International Analysis has been prepared collaboratively by the project teams from six partner countries, led by Fatih Guidance and Research Center-Turkey. The national project teams provided information on understanding dyslexia, the assessment procedure and the legislation regarding dyslexia in their countries. The Survey results in each country have been collected, summarized and analysed by the respective project team.

The national project teams are responsible for all the provided information in this Analysis.

INTERNATIONAL ANALYSIS

DysTRANS CONTENTS

INTRODUCTION ................................................................................................................... 4 1.1. UNDERSTANDING OF DYSLEXIA .............................................................................. 6 1.2. NATIONAL LEGISLATION ........................................................................................... 9 1.3. ASSESSMENT PROCEDURE AND AVAILABLE SUPPORT ................................. 11 1.4. THE AIM AND IMPORTANCE OF THE STUDY ................................................... 15 1.5. LIMITATIONS ............................................................................................................. 15 METHOD ............................................................................................................................... 17 2.1. THE STUDY GROUP ..................................................................................................... 17 2.2. SURVEY ........................................................................................................................... 17 2.3. DATA COLLECTION PROCEDURE .......................................................................... 18 2.4. DATA ANALYSIS ........................................................................................................... 18 FINDINGS ............................................................................................................................. 19 3.1. FINDINGS OF THE SURVEY AMONG STUDENTS .............................................. 19 3.1.1. AGE ............................................................................................................................... 19 3.1.2. THE PERCEPTION OF LOWER SECONDARY SCHOOL DIFFICULTIES ................................. 19 3.1.3. Study Skills .................................................................................................................. 20 3.1.4. KIND OF SUPPORT ......................................................................................................... 21 3.1.4.1. Kind of Support in School ......................................................................................... 21 3.1.4.2. Kind of Support at Home .......................................................................................... 23 3.1.5. LIFE IN SCHOOL (FEELINGS AND RELATIONSHIPS) ........................................................ 24 3.1.6. OUT OF SCHOOL ACTIVITIES ......................................................................................... 25 3.2. FINDINGS OF THE SURVEY AMONG PARENTS ................................................ 27 3.2.1. CHANGES IN ATTITUDES TOWARD SCHOOLS ................................................................. 27 3.2.2. PARENTAL PERCEPTIONS OF THEIR CHILD'S SUCCESS ................................................... 30 3.2.3. KIND OF SUPPORTS IN SCHOOL AND HOME ................................................................... 30 3.2.3.1. Provided support in school ........................................................................................ 31 3.2.3.2. Provided support in Home ......................................................................................... 33 3.2.4. KNOWLEDGE ABOUT CHILDâ€™S EDUCATIONAL RIGHTS .................................................. 35 3.2.5. KNOWLEDGE ABOUT HELP CENTERS FOR DYSLEXIA..................................................... 35 3.2.6. OUT OF SCHOOL ACTIVITIES ......................................................................................... 36 3.2.7. NEED FOR SPECIAL TRAINING REGARDING DYSLEXIA .................................................. 37 3.3. FINDINGS OF THE SURVEY AMONG TEACHERS ............................................. 38 3.3.1. PEDAGOGICAL EXPERIENCE AND TRAININGS OF DYSLEXIA .......................................... 38 3.3.2. RECOGNISE DYSLEXIC STUDENTS ................................................................................. 39 3.3.3. SKILLS/ABILITY TO HELP DYSLEXIC STUDENTS............................................................ 40 3.3.4. DIFFICULTIES OF ADAPTATION TO LOWER SECONDARY SCHOOL .................................. 40 2

INTERNATIONAL ANALYSIS 3.3.5. 3.3.6. 3.3.7. 3.3.8.

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STRATEGIES USED BY TEACHERS TO SUPPORT DYSLEXIC STUDENTS ........................... 42 KNOWLEDGE ABOUT NATIONAL LEGISLATION REGARDING DYSLEXIA ........................ 44 COMMUNICATION WITH PARENTS FOR DYSLEXIC STUDENTS ........................................ 44 NEED FOR SPECIAL TRAINING REGARDING DYSLEXIA .................................................. 45

RESULTS ............................................................................................................................... 46 4.1. COMMENTS ................................................................................................................... 46 4.1.1. COMMENTS ON THE STUDENTS’ RESPONSES.................................................................... 46 4.1.2. COMMENTS ON THE PARENTS’ RESPONSES ...................................................................... 47 4.1.3. COMMENTS ON THE TEACHERS’ RESPONSES ................................................................... 48 4.2. CONCLUSION AND SUGGESTIONS ......................................................................... 48 REFERENCES ...................................................................................................................... 50 APPENDIX ............................................................................................................................ 52 QUESTIONNAIRE FOR STUDENTS ................................................................................. 52 QUESTIONNAIRE FOR PARENTS ................................................................................... 55 QUESTIONNAIRE FOR TEACHERS ................................................................................ 58

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INTRODUCTION Dyslexia is a difficulty in the acquisition of reading and writing that affects about 10% of the population. While there is much to support the dyslexic individual in learning, there is still not enough support in the transition period from primary to middle (lower secondary) school. Support is needed due to the change in institutional set-up and the new and changing demands, at both the skill and task level, made on the child. This project will develop a system designed to prepare a dyslexic students for transition from primary school to middle (lower secondary) school. This will be achieved through a comparison of alternative practices in partner countries, and development of a model of best practice that may be widely used. The purpose of the project is to provide support to parents, teachers and the dyslexic individuals themselves to ensure the transition between schools is smooth and they have the opportunity to reach their potential in the new learning environment. Although dyslexia is widely recognized across Europe, support is more developed in some countries than in others. This is due to many reasons including the importance placed on dyslexia and disability issues, teacher training, funding, parental empowerment and access to appropriate solutions. However, the principle barrier to the development of support has been lacking of examples of best practice and a proven method of implementation. This project provides an opportunity for partners to address these issues and propose solutions. A common European approach is adapted to the issues through this project. No single country has the right solution, or the expertise to develop it. This survey reports on the results of the International Needs Analysis (in Turkey, Bulgaria, Poland, Portugal, Romania and Italy) regarding the part of the Erasmus +, Key Activity 2: Strategic Partnerships project "DysTRANS Supporting Dyslexic Individual In Transition from Primary to Lower Secondary School" (2017-1-TR01-KA201-046274). However, through the international analysis, sharing and development of a common solution with local variation, it will be possible to make a significant impact on the transition of the dyslexic individual.

The partners in the project are: İstanbul Milli Egitim Müdürlüğü-Turkey İstanbul Provincial Directorate of Education (Istanbul Milli Egitim Mudurlugu) is the biggest educational authority in Turkey after Turkish Ministry of Education which is responsible for all types of educational administration issues covering all forms for education. The directorate places great importance on the education and support of disadvantaged students especially the ones with Special Educational Needs. On the other hand it has successfully coordinated and finalized a centralized European Project on Health Care for the disadvanteged students. Dyslexia Association – Bulgaria (DABG) DABG is a non-governmental organisation that provides professional help for children, adolescents and adults with dyslexia and other learning difficulties, to their parents and 4

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teachers from all over the country. The activities of DABG are supported by a number of volunteers. Working with educational authorities, schools, colleges, universities, with employers, both locally and nationally the Association has established good contacts with these institutions and groups. DABG organizes face-to-face and e-learning courses for teachers, parents and specialists, takes part in “dys”-related EU funded projects dedicated to improve the quality and effectives of the support provided to all learners with learning difficulties. Asociatia CES (SEN Association)- Romania SEN Association is a non-governmental organisation. The target group of SEN Association is: working with SEN people of all age (psychologists,counselors,teacher, educators, kinetoterapists); parents of SEN children, youngsters and adults, university teachers and researchers; students (teachers to be) and SEN people themselves. The aims of the association and emerging from this its activities are: to establish partnerships with public and private institutions from country and abroad; to organize trainings, workshops, seminars, conferences, public debates for teachers and parents and also public events for promoting disabled people issue in the society; to gets informations about the needs of different categories of disabled or disadvantaged people through research studies; to offer consultation and counseling/special therapies to SEN children/youngsters/adults and their families; to support individual and group educational activities with disabled and non disabled pupils. The association also have experience in EU projects, and have a strong partnership with Oradea Univeristy, especially Psychology and Special education Specializations and Pedagogical Department. Fatih Rehberlik ve Arastirma Merkezi (FRAM)- Turkey Fatih Guidance and Research Centre (Fatih Rehberlik ve Araştırma Merkezi)-(FRAM) is responsible for special education and guidance services in formal education (pre-school, primary, secondary, and high schools), and informal education (adult education) in Fatih district of Istanbul province, depending on Istanbul National Education Directorate. FRAM provides services that diagnosis, assessment and orientation for individuals with special education needs (for pre-school and school children and adults). Also the centres provides trainings and workshops for psycholocigal counselors and special education teachers; providing support to and co-ordination of guidance and counseling services in schools and organize vocational guidance activities so that students can choose a profession that suits their talents, interests and needs. I Spoleczna Szkola Podstawowa im. Unii Europejskiej -Poland I Społeczna Szkoła Podstawowa im. Unii Europejskiej is an independent primary school, governed by a citizens' association, which offers education to nearly 200 students aged 6-14 (after education system reform of 2017). The school is located in Zamość, near the Polish eastern border. To meet the students and parents’ expectations the school offers a wide variety of educational activities aiming at broadening the students’ competence in the fields of maths, science, history, literature, music, sports, art and foreign languages with English and German as the main ones. The association running the school has experience in implementing 5

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innovative projects, including international ones. I Społeczna Szkoła Podstawowa is experienced in coordinating Erasmus+ KA2 , and the teachers involved are skilled at effective work organisation on international ground. Istituto Comprensivo Laura Lanza Baronessa di Carini-Italy The Comprehensive Institute Laura Lanza, lies within one of the newest districts in Carini, a disadvantaged area for social-economic aspects, includes three different grades of school, nursery, primary ad low secondary with about 1200 students and 110 teachers and 70 students with special needs. The educational plan of The school is based on innovation in didactics and pedagogy, the low secondary school promotes different oriented sections developing each of them specific subjects , literature, maths, foreign languages. To help to the students in their learning and educational processes the school employ a team formed by teachers, psychologists, educators, supporting also their families. The school organizes extracurricular workshops, reinforces the teachers' skills through training courses on the most innovative and effective educational strategies in order to cope with learning disorders with particular attention on disadvantaged students. Also the school has experience with EU projects. Agrupamento de Escolas de Sines- Portugal The Agrupamento de Escolas de Sines, is composed by 4 Pre-schools (Kindergarten) and Primary schools (1st to 4th grade) and the main basic school (lower secondary, 5th to 9th grades), embracing all the municipality area - Sines and Porto Covo. It is a public school with 1330 students: 216 from pre-school, 623 from primary and 491 from lower secondary. Students come from various residential areas, from agricultural areas, social (poor) neighbourhoods, modest areas or more favoured ones with single-family units. The population of this is very heterogeneous and multicultural. The staff is compose by 172 teachers and 64 non-teaching staff; with 93 students (7%) with SEN (learning difficulties, language/communications, cognitive, social and emotional problems) and there are also a lot of children with diverse special needs. The school manage the early intervention with children and families with problems in various levels, since the children are born. The School also have a Multi-Disability Support Unit, a Structured Teaching Unit and an ICT Resource Center of support/assistance to education and evaluation of children with Special Needs. The School Grouping have experience in inclusion of students with special needs, from 3 to 18th years old.

1.1. UNDERSTANDING OF DYSLEXIA The term of dyslexia is defined by The International Dyslexia Association (IDA) as: “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading 6

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comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” (IDA Board of Directors, 2012, Nov. 12). The main feature of these difficulties is that they are "specific", that is, they affect a particular skill spectrum in an important but eloquent manner and are not related to general intelligence. SLD can not be attributed either to a cognitive deficit or a sensory deficit or to adverse environmental conditions. Dyslexia/SLD usually manifests itself after school attandence of children. Students with dyslexia may have problems in a certain context, but it is not mean that they are not capable of learning. Different learning difficulties in different countries are hidden under the term of dyslexia. Turkey In Turkey, the term Specific Learning Difficulty (SLD) are used interchangeably and as an umbrella term that impede on students’ achievements in school even though they might have average or above-average intelligence levels. The main types of SLD are dyslexia (reading disability, which causes children to have difficulty understanding the relationship between letters and sounds), dysgraphia (concerns writing which leads to problems with spelling, word choice, letter formation, grammar and punctuation), dyscalculia (difficulties with performing basic mathematical equations and understanding mathematical concepts) and dyspraxia (impedes motor skills) (Baydık, 2011; Korkmazlar, 2003). In Turkey, SLD is categorized as disability but it is not mentioned in general disability legislation and there are no available data in national statistics (TUIK, 2017). Therefore it is very much difficult to obtain information about the prevalence or demographic characteristics of dyslexia and dyslexic individuals. Bulgaria In Bulgaria, the first definition about dyslexia was presented by Matanova (2001, p. 8) and it states the following: “Dyslexia is a general category of specific learning disorders, which refers to the ability in seven specific areas of functioning: impressive speech, expressive language, basic reading skills, comprehension of reading, basic writing skills, understanding of the writing, basic math skills and mathematical thinking” As it can be seen from the definition in Bulgaria only one term -dyslexia- is used for a wide range of specific learning difficulties. On the other hand when assessing a child for learning difficulties is mostly used the ICD-10 (the 10th revision of the International Statistical Classification of Diseases and Related Health Problems), a medical classification list by the World Health Organization (WHO). There are several conditions that cover the understanding of dyslexia. They go under the classification code F81 - Specific disorders in the development of school skills. These are disorders in which the normal ways of acquiring skills are impaired in the early stages of the development, the infringement is not a simple consequence of the lack of opportunity to learn and not due to any form of acquired brain trauma or disease. This term includes specific reading disorder, specific disorder of writing, specific disorder of numeracy acquisition and mixed disorder of school skills. 7

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Romania Dyslexia is defined by The European Dyslexia Association as a disorder with neurological etiology, with negative implications on the acquisition of reading, writing, spelling and mathematical computation. In Romania, the specific learning disorder is not seen as a disease or deficiency, but as a special way of processing information, due to the different development and functioning of the central nervous system. It is seen as an umbrella concept for a wide variety of learning difficulties (as reading, writing, calculation and mathematical reasoning). Romanian system understand by dyslexia just reading difficulties, so in order to cover all area of associated diagnosis, the concept of SLD (TSI: tulburări specifice de învățare) will be used in the study. Poland In Poland the term “risk of dyslexia” was introduced by Prof. Marta Bogdanowicz to the Polish education in the early 1990s. It means the increased probability that this disorder will occur later in school time. Dyslexia risk symptoms manifest mainly in language related skills and result in psychomotor development disharmony. According to The Polish Dyslexia Association, the definition of dyslexia as a disorder covers a specific learning difficulty that mainly affects the literacy skills, meaning reading and writing and other language skills. It is likely to be present at birth and to be long-life in its effects, with the origin in neurological reasons. It is characterised by difficulties with a word recognition and decoding abilities that may not match up to an individual’s other cognitive abilities. The other features are: delays in speech development, poor oral performance, innacurate reading skills, incorrect spelling, writing- punctuation mistakes, gramatical errors, poor movement coordination, sometimes it is associated with emotional and behavioural disturbances, conceptual thinking, attention and concentration disturbances, problems with visual perception and memory. Italy In Italy dyslexia is considered as a part of wider frames of learning disorders (SLD) affecting Italian population, in this definition Dyslexia, Dyscalculia, Dysgraphia and Dysorthography. According to the law 170 in 2010, SLD are disorders occurring “in the presence of adequate cognitive abilities, in the absence of neurological pathologies and sensory deficits, but can constitute an important limitation for some activities of daily life.” The percentage of students affected by these disorders is estimated around the 5 per cent of the whole school population in the compulsory grades of school, primary low secondary and secondary. There is also an increase of SLD certification in low secondary school, in particular in the most disadvantaged contexts as sometimes the iter to obtain it is quite long. Portugal In Portugal, the term of dyslexia by Portuguese Dyslexia Association (Associação Portuguesa de Dislexia) is defined as "Dyslexia is a neurological dysfunction, which manifests itself in the level of reading difficulty in people with normal or above average intelligence. This chronic difficulty is not related to teaching quality, intellectual level, socio-cultural opportunities, or sensory changes. It has a neurobiological basis, with alterations in the 8

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structure and neurological functioning, and may present a genetic influence.” (http://www.dislex.co.pt/). Dyslexic child/students present an increased effort to distinguish letters, form words and understand their meaning. Students with dyslexia are not lazy, unintelligent immature, nor do they necessarily have visual or posture problems. They require intensive therapeutic treatment and support in the teaching-learning process, so that they succeed. Although it is related to reading learning, dyslexia can have consequences in other academic areas and at the emotional and behavioral level. Until a few years ago, students with dyslexia were considered as having learning difficulties without the specificity of dyslexia and could not always benefit from specialized support. The expression “learning difficulties” groups all learning problems, whether intrinsic to the individual or related to external factors, for example an inadequate teaching methodology. In Portugal, dyslexia has been increasingly studied and students with dyslexia begin to be better understood and to have benefits, which until a few years ago did not happen. 1.2. NATIONAL LEGISLATION Turkey Turkey started including students with disabilities in general education classrooms after the Act 573 was passed in 1997. As a result of this law, inclusion became mandatory. According to the Special Education Guidelines (SEG, 2000), at schools that implemented inclusion, every classroom is expected to have a same number of students with disabilities. Furthermore, only two students who have the same type of disability may be placed in the same classroom (MEB, 2000). Though the students who are diagnosed with a disability have individual educational plans (IEP), there is a lack of personnel and resources to support these students in classroom settings. The students who are most usually included in the mainstream classroom are those with mild mental retardation or with Dyslexia/SLD. Though National Ministry of Education (MEB) has recognized SLD since 1997, the establishment of norms and use of IEP’s only began in 2006. Teachers are getting more support through school counsellors and state run Research and Guidance Centres (RAM). However, classroom teachers still get limited support and it is difficult to organize differentiated teaching in their classrooms. Since 2009 with the enactment of Specific Learning Difficulties Support Education Programme, support systems for dyslexic individuals and their teachers have been better and more intensively organised to address their needs. Bulgaria In Bulgaria there is no overall governmental policy concerning dyslexia, nor obligatory legal acts which are binding. While certain documents have been produced and distributed, the practice is still new and, in the absence of a monitoring procedure, implementation is left to individual initiative of employers, school principals and University administration. The main dyslexia related regulation is the Ordinance 1 for education of children and students with special educational needs. That said, till very soon the word "dyslexia" itself could not be found in any Bulgarian legislative document. 9

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In September 2015 The Parliament ratified the changes in the Ordinance №1 on the education of children and young people with specific educational needs and chronic diseases. Among the specific educational needs for the very first time are listed dyslexia, dysgraphia and dyscalculia. Support providers for children and adults with dyslexia in Bulgaria as well as for teachers dealing with dyslexic children are currently limited to NGOs, private specialists and academic groups in Universities. While the changes in the regulations are very new, the current situation still can be described as quite chaotic. Romania In Romania SLD was the focus of specialists in language therapy until the 1990s. With the introduction of inclusive current in Romania, the concerns for children with learning difficulties have intensified and diversified. There have specialized works (such as David, Roşan, 2017 Vrăsmas, 2001, 2007; Ungureanu 1998, RENINCO guides, 1999) and inclusive educational services such as support teacher in 2000. The existence of the category of children with dyslexia, dysgraphia and dyscalculia is for the first time recognized by the Law 6/2016 for the completion of the National Law of Education No. 1/2011 which the education of people with learning disabilities. More specific Order 3124/2017 on the approval of Methodology to provide support for students with learning disabilities regulates appropriate assessment procedures for dyslexia, dysgraphia, and dyscalculia, as well as the type of intervention to provide individualized and personalized learning for them. Poland In Poland the dyslexia issues are regulated by the Acts of Ministry of Education (2007) regarding assessing and promoting students and the governmental program of “The Equal Educational Opportunities for school children” (2008). According to the Polish regulations, dyslexia is a disorder diagnosed after the third class of primary school at the earliest. Research shows that 10% -15% of the Polish population is affected by dyslexia syndrome. 9% -10 % of students during the final primary school examination receive special arrangements adjusted to their dyslexic problems according to the educational law as following: Having extra time, using a computer, receiving help from the teacher in writing down their responses, having questions read out loud, the use of special detailed assessment criteria for spelling in Polish and other modern languages. Italy In Italy the Ministry of Education safe wards the rights of SLD according to the Law 170 emanated in 2010. The Law 170 protects the right to study for dyslexic children and gives the school an opportunity to reflect on the methods to be implemented to encourage all students, giving space to their true potentiality based on their peculiarities. The Ministry of Education in Italy made compulsory the introduction in every grade of school of a SLD referent teacher to help educational teams to cope and help with students with 10

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learning difficulties suspecting SLD disorders. Moreover, recently a series of economical support actions for families with dyslexic members has been provided, such as the decrease of taxation in the purchase of compensative tools. Portugal In Portugal, most schools have special support classes for children with dyslexia, although there is often difficulty in identifying the disorder. In order to benefit from a specialized intervention in school, the student will have to integrate de Special Education, based on the Law DL nยบ 3/2008, of 7th January. This law, allows specific answers to the special needs of education. Until a few years ago, students with dyslexia were considered as having learning difficulties without the specificity of dyslexia and could not always benefit from specialized support. When analysing the large group of SEN, it could be found that the learning difficulties have a higher prevalence rate (48%). Despite these data, the most recent legislation on specialized support for children and young people with special educational needs, specifically Article 4 of Decree-Law 3/2008, of 7th January, covers only a small part of the population with SEN Now the things have changed and after the assement confirming the existence of permanent functional changes, if students present significant limitations in terms of activity and participation, they fall within the target group of SEN people (Decree-Law 3/2008, of 7th January). 1.3. ASSESSMENT PROCEDURE AND AVAILABLE SUPPORT Turkey In Turkey official diagnosis of dyslexia or specific learning difficulties can only be realized by child and adolescents psychiatrists. The other professionals; guidance and research centers, private consultancy centres, school counselors, psychologists, special education experts can only work with students, refer them to related authorities, prepare their individualized educational plans etc. but cannot put the label on any students. Each diagnostic institution has different tools but usually intelligence tests (WISC-R IV) are used. Other tools are reading and writing tests, phonological awareness tests, memory, learning, attention tests, interview forms etc. After official diagnose either by a child and adolescent psychiatrist or a health committee, pre-school, primary, lower secondary and high school students can be included or mainstreamed in their own classroom with the official procedures run by guidance and research centres in cooperation with school management and parent. This is the first step for dyslexic students to obtain their other rights such as individualized educational plans, extra time, if necessary a reader for central examinations, support training class etc. In order to benefit from ministry funded support education programs, individuals should have a statement received from state or university hospitals. The second step for gaining right for one year state funded support education program, individuals should apply to guidance and research centres in their residence town. After a comprehensive assessment of all development areas and 11

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evaluation of the academic skills, educational identification is realized and objectives of one year plan are prepared. The student who completes the necessary procedure, the ministry buys support education from special rehabilitation centres. So there is legislation for assessment and support. The support Education Program for SLD has 3 modules and 750 class hours (Preparation for learning, reading and writing, mathematics). This support program can be given twice for each student if necessary provided that the required procedures completed on yearly basis. Bulgaria In Bulgaria in theory a general screening of all children is made by a speech therapist at the beginning of the school year in primary education courses. Within this process, the assessing therapist also collects data of reading/writing/math related problems from class teachers. Assessment can be done in specialised medical centres by children's psychiatrists, clinic psychologists, in collaboration with speech therapists and neurologists when necessary. Assessment can also be initiated by parents as a result of the screening, or individually in a state speech therapists' centre, where children are assessed by speech therapists, psychologists and neurologists. The assessment consists of a neuro-psychology and cognitive appraisal of written and speech presentation. Standardised diagnostic procedures and questionnaires are used to evaluate coordination, short term and working memory, text understanding, etc. In Bulgaria there is no standardised test battery for dyslexia to be used by all specialists. As far as cognitive tests are concerned, different IQ tests are used, like Wechsler, Raven, etc. All specialists use different tests to check the visual and auditory memory, working memory, attention, etc. In terms of specific reading, writing and calculation abilities, no specific tests are used. It is left to the specialists' judgement to decide the extent to which an individual's reading, writing and math skills match his/her age. Support providers for children and adults with dyslexia in Bulgaria as well as for teachers dealing with dyslexic children are currently limited to NGOs, private specialists and academic groups in Universities. While there were several attempts for regulation (i.e. in privately provided services to children with dyslexia), the current situation can be described as quite chaotic. Romania In order to detect early learning disorders, a psycho-pedagogical assessment by the classroom teacher is carried out on the basis of methodological tools that are only completed by pupils experiencing learning difficulties and showing delays in acquiring school abilities. The teacher then alerts the parent/ guardian/ legal representative, psychologist, support teacher, speech therapist, teacher counselor delays in acquiring the pupil's schooling skills together with recommending that a complex assessment be carried out, if necessary. The psychopedagogical assessment is mandatory. The next step in identifying students with specific learning disability is to carry out a complex assessment by various methods and psychometric instruments: tests, samples, questionnaires, scales, etc., standardized and validated according to the legislation in force. The complex assessment process of students includes: Psychological Evaluation, Logopedic (speech 12

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therapy) Evaluation and Medical Evaluation (psychiatric and neurological assessment, ophthalmic evaluation, otorhinolaryngology assessment). The complex evaluation is performed by specialists: psychologists/ teachers, school counselors, speech therapists, physicians, etc. accredited according to the law in order to establish the diagnosis and is performed according to the provisions of the diagnostic manuals ICD-10 and DSM-5 and determines the type of the disorder specific learning, as well as severity / severity level: mild, moderate, severe, which is related to the extent of the extent of the disorder and the intensity of the support, respectively the responsiveness to the intervention (David, Rosan, 2017). Primary intervention can be performed by clinical psychologist in the limit of 5 session and further if necessary logopedic intervention for prevention and rehabilitation can be performed by special education psychologist. Free of charge support for SLD children is offered in school through County Resource and Educational Support Centre (CJRAE: Centrul Județean de Resurse și Asistența Educațională), an institution which function since 2003 and it is subordinated to County School Inspectorate (ISJ: Inspectoratul Școlar Județean). CJRAE send in school both speech therapists and school counselors. Working under Education Ministry umbrella these speech therapist do not need COPSI accreditation, but only proper university studies of Psychology or Special education. Since Order 3124/2017 their activity is better justified, because special SLD certificates are available for Dyslexic children with normal intellect. An limit of this order is that special support is offered only for children from primary school. There are also different type of NGO or professional association who can work with SLD and other type of categories of disabled children, usually during different projects with or without cost. They cannot officially call their activity therapy, but rehabilitation activity. Poland In Poland the institution responsible for the diagnosis of dyslexia is the pedagogical and psychological counseling centers. The students at risk of dyslexia are diagnosed there by accredited specialists , mostly psychologists by means of Dyslexia Risk Scale. According to the Polish regulations, dyslexia is a disorder diagnosed after the third class of primary school at the earliest. Upon request of the child’s parents who observed some dysfunction at their child abilities the specialist from the counseling centers start diagnosis by using specially designed tests on intelligence, skills, perception, memory to define the kind of disturbances. The evaluation covers: Psychological diagnosis- behavioral, emotional, sensorial; logopedic diagnosis- phonological, lexical, syntax, semantics; neurological assessment and ophthalmologist consultation. Having stated the dyslexia disorder the specialist prepare an opinion – the document for parents and school. This official document includes instructions and recommendations for further work at school and at home. The specialist cooperating with the school organizes a meeting with the whole teachers team to discuss the methods of working with such a child. Popular methods used for dyslexia treatment in Poland include classical methods used in remedial teaching and sensory integration. 13

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Polish model of help at school: Specialist teaching in â€œcorrective-compensatoryâ€? sessions held within the schools; individual therapy in psychological and pedagogical counseling centers; therapeutic/support classes organized by the school; personalized approach during the lessons and cooperation with parents Italy In Italy the diagnosis of dyslexia and dysgraphia is possible from the end of the second class of primary school while for dyscalculia it is necessary to wait for the end of the third class. Parents have to require it to the Health National Care Local Center supported by a school evaluation. The certification must be signed by the Referent of the case / Responsible of the diagnostic path (Neuropsychiatry Infant or Psychologist) and report the names of all the professional figures of the team who collaborated diagnosis and that, together with the petitioner, they take responsibility for the evaluation. It means that a dedicated equipe together with the class teachers provide a personalized school learning plan for the dyslexic students in which it is remarked the Functional Profile of the students and all the strategies and compensative tools required and the different evaluating strategies. The Ministry of Education made compulsory the introduction in every grade of school of a SLD referent teacher to help educational teams to cope and help with students with learning difficulties suspecting SLD disorders. Moreover, recently a series of economical support actions for families with dyslexic members has been provided, such as the decrease of taxation in the purchase of compensative tools. Moreover in Italy a widespread association promoting support, training and help for students, parents, teachers, specialists and all people affected by SLD. One of the activities led by the association (Italian Dyslexia Association) is to help primarily students to acquire compensative tools. In fact with the cooperation of private sponsor companies the program Digital Books was born, offering the chance to dyslexic students to get interactive digital school textbooks with vocal text to speech in order to cope with reading difficulties in their homework or at school. Portugal In Potrugal a formal diagnosis can only be made after two years of schooling, by speech therapist, psychologists and physicians. However, and in the face of indicators suggesting that Dyslexia may occur, the child should be monitored (even without diagnosis) in order to prevent these difficulties from worsening. The assessement of Special Needs must have a formal diagnosis. In order to benefit from a specialized intervention in school, the student will have to integrate de Special Education, based on the law ((Decree-Law 3/2008, of 7th January). The School, through the Special Education Teacher and the School Psychologist, will have to carry out the diagnostic evaluation of this student internally, so that, officially, this condition is certified and can be covered by such legislation. The assessment of the student is done through the International Classification of Functioning, Disability and Health (ICF), to verify their profile of functioning in terms of body functions and structures, activity and participation and environmental factors

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In Portugal, most schools have special support classes for children with dyslexia, although there is often difficulty in identifying the disorder. There are schools that already have projects whose target are students with indicators of possible future difficulties in reading and writing and they also support them as far as socio-educational or learning difficulties are concerned. 1.4. THE AIM AND IMPORTANCE OF THE STUDY Dyslexia, usually diagnosed during school age and expressed as a special learning disability, affects the success of students in academic fields such as reading, writing and mathematics. Late detection of dyslexic students and insufficient fullfilment of their needs for different levels of education can lead to academic failure, low self-esteem, school phobia, depression and detention of peer relationships in students. Therefore, these problems, which are experienced in students with dyslexia who are diagnosed late and not adequately supported, can also cause students to leave the school. The main purpose of the survey is to provide a comprehensive overview of the main diffuculties and needs of students with dyslexia from the feedbacks of teachers, parents, and students with dyslexia through the transition from primary school to lower secondary school; the support the receive at school from teachers, specialists and classmates; and at home from parents and other family members. The survey aimes also at finding out what is necessary to be done to ensure that these students are well-prepared for this transition. With the needs analysis questionnaires prepared for this purpose, the following questions were asked in the research process:

1. What are the problems that students with SLD experience in the academic field and do the types of these problems change from primary school to lower secondary school? 2. How is the relationship of dyslexic students with their peers and teachers? How are social relationships affected by transition to lower secondary school? 3. What kind of support do students with SLD have at school and at home in terms of accomodation to the school and academic achievement? 4. Do teachers and parents need special trainings to support the transition and integration process of students with SLD In order to provide more effective support to the dyslexic students, parents and teachers in transition to lower secondary school, it is essential that the difficulties and needs that are experienced in this process are clearly displayed. This survey, which aims at the aims stated above, reveals the difficulties and basic needs of dyslexic students during the transition from primary school to lower secondary school, based on feedback collected from teachers, dyslexic students and their parents. The results obtained will form the basis for the Transition Support Kit, which will be developed in the later stages of the project. 1.5. LIMITATIONS The limitations of this study are as follows: 1. This study is limited to findings from need analysis surveys of dyslexic students, 15

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parents and teachers, only from 6 partner countries 2. Participants in this study were restricted to the students in the first years of lower secondary school, who experience learning difficulties that are or might be due to dyslexia (officially diagnosed or not), to their parents, and the teachers of primary or lower secondary school who have had or have now such students.

INTERNATIONAL ANALYSIS

DysTRANS

METHOD 2.1. THE STUDY GROUP Participants in this study consisted of a total of 285 individuals (Table 1); including 68 students with dyslexia from lower secondary school (44 of them are officially diagnosed, 24 of them are not officially but shows dyslexic/SLD symptoms), 81 parents of students with dyslexia and 136 teachers. The average age of the students participating in the study is 11.23. Of the total 68 students, 20 are from Turkey, 14 are from Bulgaria, 10 are from Italia, 6 are from Poland, 12 are from Portugal and 6 are from Romania. In addition, when the distribution of parents and teachers participating in this study according to countries is examined; 20 parents and 20 teachers from Turkey, 16 parents and 30 teachers from Bulgaria, 10 parents and 15 teachers from Italy, 12 parents and 20 teachers from Poland, 12 parents and 31 teachers from Portugal, 11 parents and 20 teachers from Romania. Partners

Students with Dyslexia Officially diagnosed

Parents of Teachers the students Not officially with dyslexia diagnosed

Turkey

Bulgaria

Italy

Poland

Portugal

Romania

136

Total

Table 1. Participant of The Study 2.2. SURVEY Need analysis questionnaires were used for students (Appendix 1), parents (Appendix 2) and teachers (Appendix 3) in order to identify the needs of students with dyslexia who are in transition period to lower secondary school. In the process of preparation of the questionnaires, the related literature was read firstly, and the item / question pool was established to determine the needs of the students. Subsequently, a draft questionnaire form 17

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was prepared from this item / question pool, and this form was sent to the partner grups of the project and their feedback was received. Needs analysis questionnaires reorganized in line with project partners' opinions were used as data collection tools in the research process. In the needs analysis surveys - in summary, there are questions about the difficulties students experience in academic and social settings, the types of support they see at school and in their families at home, the educational needs of teachers and parents, and the suggestions that will facilitate the transition process. Also in the survey, the participants were asked additional questions and thus more valid findings were obtained. 2.3. DATA COLLECTION PROCEDURE In order to collect the data of this study, school administrators, teachers who work with dyslexic students and parents of the students with dyslexia were contacted, information about the purpose of this study and needs analysis surveys were given and necessary permissions were obtained. Then within the coordinatorship of the school adminisrators, teachers, and parents, dyslexic students who volunteered to participate in the work, their parents and teachers were distributed questionnaires. The interviews with dyslexic students and/or have dyslexic symptoms were completed with a face-to-face interview with a specialist. However, teachers and parents (with mostly face to face interview) were asked to respond to the respective questionnaire and send the filled document to the project team. 2.4. DATA ANALYSIS Surveys collected from all three target groups were first transferred to the computer. During the analysis of the data obtained from the dyslexic students, parents and teachers; quantitative methods (frequency analysis and avarage score techniques) were used in multiple choice questions (presented in figures/diagrams) and qualitative methods (content analysis), based on the additional information with open-ended questions collected from the participants and on the observation during survey.

INTERNATIONAL ANALYSIS

DysTRANS

FINDINGS In this section, the results of the analysis of the questionnaires, which have been aplied with 68 dyslexic students, 81 parents of dyslexic children, and 136 teachers who are working with dyslexic students, have been included. 3.1.

FINDINGS OF THE SURVEY AMONG STUDENTS

3.1.1. Age Age 14 12

Turkey

Bulgaria

Italy

Poland

Portugal

Romania

0 10

Figure 1 Figure 1 shows that the age of the participants in the study varies between 10 and 14 years of age and is intensified at 11 and 12 years of age. The average age of the students was 11.23. In addition, it is seen that all project partners in this survey mostly work with students in the 11year-old group, more than the other age groups. 3.1.2. The Perception of Lower Secondary School Difficulties The Perception Of Secondary School Difficulties (%) 100 90 80 70 60 50 40 30 20 10 0

More Difficult Same degree Easier

Turkey

Bulgaria

Italy

Poland

Portugal

Romania

Figure 2

According to the evaluation of dyslexic students, in general, middle (lower secondary) school 19

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is perceived as much more difficult than primary school. However, according to the majority of the Portuguese students who participated in the study, the level of difficulty between primary and secondary school was the same. According to the expressions of dyslexic students who find it more difficult than primary school students, dyslexic students who participate in all the partner countries in general expressed that they found it difficult having higher number of subjects and teachers in lower secondary school, the content of the subjects being more difficult, the introduction of a different teacher in each subject and that each teacher has a different teaching strategy. Some dyslexic students stated that they have difficulty, especially in Mathematics in partner countries (Turkey, Romania, Poland) and foreign language courses in (Poland). 3.1.2. Study Skills Study Skills (1-very poor, 6-excellent) 6 5 4 3 2

Turkey

Bulgaria Poland

Having enough time to prepare homework

Having enough time to complate all the test

Test resoult match the praparation

Feeling about having tests

Creative Writing

Spelling/Grammar

Reading Comprehension

Reading skills

Portugal Romania Italy

Figure 3

In Figure 3, when we look at how students perceive learning skills, it is generally seen that students' learning skills are not very good, and they are close to the average. However, there are significant differences between countries at some of the skill gaps. It is seen that, for example, in terms of reading level, students from Poland and Romania; in terms of getting the results appropriate for the performance expected from the exams students from Portuguese; and in terms of being able to prepare their homework and responsibilities on time students from Bulgaria and Portugal are above the average. In addition, it is seen that learning skills of Italian Students are below the average in terms of creative writing, getting the results appropriate for the performance expected from the exams, getting prepared for the exam and preparing the assignments and responsibilities related to the 20

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school in a timely manner. It is understood that Turkish students evaluate their learning skills as close to the medium level. 3.1.3. Kind of Support It is extremely important for the dyslexic students to be supported at school and at home in terms of adaptation to the school and academic achievement in the transition from primary school to lower secondary school. For this reason, opinions of the students on how they are supported by their parents at school and at home are included in this study and the results are summarized below. 3.1.2.1. Kind of Support in School

Kind of Support in Primary School (%) 100 90 80 70 60 50 40 30 20 10 0

Turkey Bulgaria

Additional help from SEN teacher, psychologist

Tollerant attitude from classmates

Understanding from teachers

Not asked to read aloud in front of the class

Reduced amount homework

Using schemas, formulas etc. Ä°n the class

Additional individual lessons

Extra time on the tests

Oral axamination instead of Written

Task instruction aloud by the teacher

Position in the class close to the teacher

Poland Portugal Romania Italy

Figure 4

As seen in Figure 4, the majority of Italian dyslexic students who participated in the study seem to be more supported in primary school than students in other partner countries. In addition, it is seen that Portuguese, Bulgarian and Romanian students in reading the tasks and responsibilities related to the school in a loud voice by their teachers; Portuguese students in getting extra time in exams; Bulgarian and Portuguese students in sitting near teacher; Romanian students in preferring oral examinations instead of written examinations; and Portuguese, Polish and Romanian students in being welcomed and supported by their schoolmates are more supported in primary school . It is also understood that Portuguese students see less of the types of support such as oral examinations, less homework, and the use of schemes and formulas to facilitate the learning process in the classroom rather than the written examinations. Nearly half of the Turkish 21

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students who participated in the study were found to be supported in primary school. Finally, it is understood that when students' responses are evaluated, support such as tolerance by classmates and understanding by the teacher are at least moderate in all partner countries and are more visible than other types of support.

Kind of Support in Lower Secondary School (%) 100 90 80 70 60 50 40 30 20 10 0

Turkey Bulgaria

Additional help from SEN teacher, psychologist

Tollerant attitude from classmates

Understanding from teachers

Not asked to read aloud in front of the class

Reduced amount homework

Using schemas, formulas etc. Ä°n the class

Additional individual lessons

Extra time on the tests

Oral axamination instead of Written

Task instruction aloud by the teacher

Position in the class close to the teacher

Poland Portugal Romania Italy

Figure 5

In Figure 5, it appears that there are differences between the partner countries in terms of the types of support that dyslexic students see in secondary school. All Portuguese students who participated in the study received extra support from experts such as special education teachers and psychologists; All Polish students are welcomed with a tolerant attitude by their classmates; For all Romanian students it appears that they have been given extra time during the exams. It is understood that Polish students do not receive support for issues such as extra time on exams, fewer homework, and instructional readings by the teacher, and oral examinations instead of written examinations. It is also seen that Italian students are generally more supported than other partner countries.

INTERNATIONAL ANALYSIS

DysTRANS

3.1.2.2.Kind of Support at Home Home Support in Primary School (%) 100 90 80 70 60 50 40 30 20 10 0

Turkey Bulgaria

Using educational games/wevsites

Work with private tutor

Explanations of the concepts

Parents read the task instructions

Parentes read my lessons fpr me

Parents read lessons aloud to me

Poland Portugal Romania Italy

Figure 6

When the opinions of the dyslexic students about the types of support they receive from their parents in primary school are examined (Figure 6), the explanation of the unintelligible concepts, the instructions about the tasks to be done, reading and summarizing the lessons and the topics that need to be learned, by parents are more reported by students when compared with the types of support the use of games and educational sites. In addition, all Portuguese pupils reported that their lessons are read them by their parents in a loud voice, that all Romanian students are read and explained the subjects they have to learn and the tasks they have to do by their parents; All Polish students reported that the concepts they found difficult to understand were explained by their parents.

INTERNATIONAL ANALYSIS

DysTRANS

Home Support in Lower Secondary School (%) 100 90 80 70 60 50 40

Turkey

Bulgaria

Poland

Portugal

Using educational games/wevsites

Work with private tutor

Explanations of the concepts

Parents read the task instructions

Parentes read my lessons fpr me

Parents read lessons aloud to me

Romania Italy

Figure 7

As seen in Figure 7, the majority of Bulgarian and Romanian dyslexic students who participated in the study were supported by their parents in lower secondary (middle) school in general. They report that more than half of the Turkish students who participated in the survey are not supported by their parents when they are in lower secondary school. That more than half of the Italian students are not supported by their families in general in lower secondary school; but they are more supported in terms of the opportunity to work with a private teacher. 3.1.4. Life in School (Feelings And Relationships) Dyslexic students who participated in the study from Bulgaria mentioned that they lost their confidence because they had difficulties in listening and writing, taking notes, they refrain from reading aloud because they could not read well and being ridiculed by their classmates. At the same time, these students are asking for more support from their teachers, to be given less literacy work, having more friends, and not being taunted by their friends. Italian dyslexic students had difficulties in peer relations when they passed to lower secondary school. While half of them were comfortable in peer relations, the other half said they were not willing to relate to their peers. Polish dyslexic students generally found their schools safe and their school programs supportive. They mostly like the classroom atmosphere. In general they have good connections with their peers but they have expressed their fear of being rejected by their 24

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peers. Romanian dyslexic students often feel good at school. Things that make them feel good; sports hours, breaks, talking to teachers, having good relationships with their peers. However, they stated that they were exposed to peer bullying while they were in secondary school. A large majority of Portuguese dyslexic students said they feel good at school. Things that make them feel good are being with friends, the food in the school canteen, eating meals, and their teachers supporting them by taking care of them. They pointed out that friendships in lower secondary school are better, they are studying better, and they are supported more by their teachers. Turkish dyslexic students stated that they lived difficulties during the transition from primary school to lower secondary school. Because a significant number of students who encounter more classes and more difficult topics in lower secondary school are unhappy at school because they do not understand the topics and get low grades from examinations. Moreover, the relationship of dyslexic students with their friends and teachers in lower secondary school compared to primary school is adversely affected. Dyslexic students feel better at school when they understand the topics taught by the teacher, when they get good grades from the exam, when they are understood and supported by their friends and teachers, when fun activities are organized in school, when music, body, painting and religion courses are in the form of oral tests instead of written examinations. 3.1.5. Out of School Activities Out of School Activities (%) 100 90 80 70 60 50

Yes

30 20 10 0 Turkey

Bulgaria

Poland

Portugal

Romania

Italy

Figure 8

When the feedback of the students is evaluated in terms of participation in extracurricular activities, participation rates of extracurricular activities of Polish and Portuguese dyslexic students participating in the study are high; participation rates in non-school activities are lower in the other partner countries. Students expressed their participation in activities such as swimming, dancing, tennis 25

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handball, music, martial arts, theatre, football, ice skating outside the school. Students who do not regularly participate in any activities outside the school have indicated that they cannot attend school activities because of their parental disability, lack of time to attend to the activities, desire to stay at home, economic problems, reluctance to participate in activities or lack of self-confidence.

INTERNATIONAL ANALYSIS

DysTRANS

3.2. FINDINGS OF THE SURVEY AMONG PARENTS 3.1.6. Changes in Attitudes toward Schools Changes in Attitudes toward Schools (%)

100 90 80 70 60 50

Yes

30 20 10 0 Turkey

Bulgaria

Poland

Portugal

Romania

Italy

Figure 9

When parents 'responses to dyslexic students' attitudes towards the school during and after transition from primary school to lower secondary school were assessed (Figure 9), most of the parents who attended the study reported that their childrenâ€™s attitudes towards the school changed negatively. According to parentsâ€™ opinion, the negative attitude towards the school is seen mostly in Romanian students and at least in Portuguese students. Feedback from parents about the negative reactions and behaviours of the dyslexic students to the school in primary and lower secondary school is presented in Figure 10 and Figure 11.

INTERNATIONAL ANALYSIS

DysTRANS

Behaviors or reactions of Students in Primary School (%) 100 90 80 70 60 50 40 30

Turkey

Bulgaria

Poland

He/she does not like school tasks that involve reading, writing

Usually he/she is absent from the school.

Usually he/she does not share schoolrelated activities

My child is very unconcerned with the lessons.

Unhappy on the way to the school, but returning to school is happy.

The time to go to school is a crisis at home.

Refuse to go to school

Portugal Romania Italy

Figure 10

When parents' views on the negative attitudes and behaviours of dyslexic students towards the school at primary school are examined (Figure 10), it is observed that parents participating in the study from all project partner countries reported negative reactions to the reading, such as reluctance to do tasks and responsibilities such as reading and writing, and indifference to lectures. Reluctance towards lectures, reluctance to describe the school's moments and activities, and absenteeism at school seen to be more reported by Romanian parents. In addition, it is seen that Portuguese and Turkish parents reported less negative attitudes and reactions towards the school in their children.

INTERNATIONAL ANALYSIS

DysTRANS

Behaviors or reactions of Students in Secondary School (%) 100 90 80 70 60 50 40 30

Turkey

Bulgaria

Poland

He/she does not like school tasks that involve reading, writing

Usually he/she is absent from the school.

Usually he/she does not share schoolrelated activities

My child is very unconcerned with the lessons.

Unhappy on the way to the school, but returning to school is happy.

The time to go to school is a crisis at home.

Refuse to go to school

Portugal Romania Italy

Figure 11

When parental views of the negative behaviour and reactions of dyslexic students towards school with the transition from primary to lower secondary school are examined (Figure 11), It is understood that problems such as reluctance to fulfil school duties and responsibilities, such as reading and writing, and lack of interest in lectures, are observed by parents participating in the study from all partner countries. The prevalence of negative attitudes and behaviours of students towards the school differs according to the partner countries. For example, the problem of not willing to go to the school is by the parents of Bulgaria; the unhappiness about going to school by Italian parents; their childâ€™s being unconcerned about subjects by the Romanian and Italian parents; Bulgarian, Romanian and Italian parents with the problem of not sharing / describing school memorabilia and activities with parents; school absenteeism by Romanian parents; the reluctance to make school-related duties and responsibilities, such as reading and writing, has been observed / reported more by Bulgarian and Italian parents. However, some parents with their dyslexic children; reported that they have not observed problems like refusing to go to school (Portugal and Romania), unhappiness about continuing with the school and reluctance to share school experiences and activities with parents (Poland and Portugal) and school absenteeism (Portugal). In addition to the above findings (Figure 11, figure 12), some of the parents who participated in this study from the project partner countries stated that their children showed a negative attitude towards the school (especially in middle school); that the subjects are more difficult 29

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than the primary school, that the students have difficulty in understanding the subjects, they quickly forget the information they learned, and the indifference to the school and the classes due to the failure of the exams to achieve the expected achievement, too much homework burden, the students are not understood by their classmates and / complaints and family problems are effective. In addition, parents from other partner countries, except Portugal, observed that their children were more likely to respond negatively to the school when they were in lower secondary school compared to primary school. 3.1.7. Parental Perceptions of Their Child's Success Parental Perceptions of Their Child's Success (%) 80 70 60 50 Lower than peers' level

At peers' level 30 20 10 0 Turkey

Bulgaria

Poland

Portugal

Romania

Italy

Figure 12

When parents' perceptions of school achievement for dyslexic children are assessed (Figure 12), a significant number of Turkish, Bulgarian, Polish and Italian parents from partner countries find dyslexic children more unsuccessful than their peers. Thus, according to an important part of parents, the success of their children in academic fields such as reading, writing and mathematics is not at the desired level. However, according to more than half of Portuguese and Romanian parents participating in the study, the school-success of dyslexic children are assessed at the same level as their peers. 3.1.8. Kind of Supports in School and Home In this study, parents' feedback on the types of support for dyslexic students from primary school to lower secondary school, facilitation of school achievement, their adaptation to the school and academic achievement in school and at home were taken into account and the results are presented below as a summary.

INTERNATIONAL ANALYSIS

DysTRANS

3.2.2.1. Provided support in school Kind of Support in Primary School (%) 100 90 80 70 60 50 40 30 20 10 0

Turkey Bulgaria

Tollerant attitude/support from classmates

Reduced amount of homework

Additional individual lessons

Additional help from SEN teacher,/Psychologist

Activities to enhance attention

Giving time for self-correction

Extra time on test/exam

Oral examination instead of written

Summary of the lessons provided

Using of assistive technlogies

Task instruction aloud by the teacher

Position in the class close to the teacher

Poland Portugal Romania Italy

Figure 13

When parents' responses to the support of dyslexic pupils in primary school were assessed (Figure 13), the most outstanding one is that children with dyslexia were supported in primary school to a great extend according to Italian parents. According to Romanian parents' feedback, it is understood that children with dyslexia are generally supported in primary school. In addition, Romanians and parents have reported more cases reducing the amount of given homework than those in other partner countries. According to the feedback of Polish and Turkish parents, children with dyslexia are generally seen to have little support in primary school. Italian parents reported that their dyslexic children receive full support (one hundred percent) in the areas of positioning the student close to the teacher and oral examination instead of written examination. Polish parents reported that their children are not supported with the use of assistive technology tools such as computers and tablets, the preparation and distribution of abstracts at the end of the lessons, oral examinations instead of written exams, giving extra time for exams, giving extra time for correcting mistakes, activities to enhance attention and getting individual support from teachers. According to Portuguese parents' feedback, it is understood that they do not get support by providing oral examinations instead of written examinations and giving extra time in examinations.

INTERNATIONAL ANALYSIS

DysTRANS

Kind of Support in Lower Secondary School (%) 100 90 80 70 60 50 40 30

Turkey

Bulgaria

Poland

Tollerant attitude/support from classmates

Reduced amount of homework

Additional individual lessons

Additional help from SEN teacher,/Psychologist

Activities to enhance attention

Giving time for self-correction

Extra time on test/exam

Oral examination instead of written

Summary of the lessons provided

Using of assistive technlogies

Task instruction aloud by the teacher

Position in the class close to the teacher

Portugal Romania Italy

Figure 14

When parents' responses to the support of dyslexic students in secondary school were assessed (Figure 14), it was observed that children with dyslexia were significantly supported in secondary school to a great extent according to Italian parents. Bulgarian parents reported most in terms of tolerance and support from classmates, and the Romanian parents' reported that their children were supported by the school in terms of reduced homework assignments. Polish parents reported that their children were not supported in terms of reading of the instructions on the tasks aloud by the teacher, preparing and distributing summaries at the end of the lessons, taking oral examinations instead of written examinations, giving extra time on tests, performing activities of enhancing attention, receiving support / assistance from special education teachers and psychologists, being given less homework, tolerant attitude from classmates and receiving support.

INTERNATIONAL ANALYSIS

DysTRANS

3.2.2.2. Provided support in Home Home Support in Primary School (%) 100 90 80 70 60 50 40

Turkey

Bulgaria

Poland

Portugal

Romania Italy

Figure 15

When parents' feedback on how they support dyslexic children in primary school (Figure 15), parents in Portugal, Romania, Italy and Poland generally have more support for their dyslexic children while in primary school. Portuguese and Romanian parents seem to have given more support to their children than to those who have participated in working with other partner countries, such as directing the tasks to be done, reading the lessons in a loud voice, explaining concepts to them and trying to understand them. In addition, as seen in the diagram, it is seen that Turkish parents are generally behind those of other partner countries in supporting their dyslexic children.

INTERNATIONAL ANALYSIS

DysTRANS

Home Support in Secondary School (%) 100 90 80 70 60 50 40

Turkey

Bulgaria

Poland

Portugal

Romania Italy

Figure 16

When the parents 'feedback on how they support dyslexic children during lower secondary school (Figure 16) is examined, it is seen that parents provide more support in reading the tasks and instructions how to make them when compared to other support types. It is also understood that parents who participated in the study from other countries except for Italy are insufficient in reading books and articles about dyslexia. It is also understood that a significant proportion of parents who participate in the study from other partner countries, except Romania, are also insufficient in supporting their children in providing helpful resources to support their childrenâ€™s learning processes. Turkish parents who participated in the study were found to be inferior to the other project partner countries in supporting dyslexic children in general. This is justified by the fact that parents have low levels of education, family problems and lack of knowledge of what to do. A significant number of Portuguese parents reported that they support their children in the lower secondary school process by reading the guidelines on how to do the tasks they need to do, explaining the concepts they have difficulty in understanding, trying to understand them, getting support from special education teachers and psychologists. It has been found that Italian parents have more support for their children than other parental groups, such as studying children by reading books and articles about dyslexia and receiving special teacher support for their children. It is seen that most of Romanian parents support their children more than other countries in terms of getting helpful resources to support the learning process, using educational games and educational sites, providing them with new learning environments (sportive, artistic etc.). In addition, it seems that Polish parents behave more 34

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sensitively than other countries in taking away distracters such as TVs, PCs, and toys from the studying environment. Figure 15 and Figure 16 show that parents' support for their children is slightly higher when they are in lower secondary school compared to primary school. 3.1.9. Knowledge About Childâ€™s Educational Rights Knowledge about Educational Rights (%) 100 90 80 70 60 50 40 30 20 10 0

Yes No

Turkey

Bulgaria

Poland

Portugal

Romania

Italy

Figure 17

When feedback from parents about their knowledge of legal rights on dyslexia is examined (Figure 17), it is seen that a significant portion of dyslexic childrenâ€™s parents who participated in the study from partner countries, except Turkey are knowledgeable about their legal rights. The other outstanding thing in the diagram is that all Italian parents report that they are aware of their legal rights. 3.1.10. Knowledge about Help Centers for Dyslexia Knowledge about Help Centers for Dyslexia (%) 100 90 80 70 60 50

Yes

30 20 10 0 Turkey

Bulgaria

Poland

Portugal

Romania

Italy

INTERNATIONAL ANALYSIS

DysTRANS Figure 18

It is seen that parents are conscious in the general sense of knowing where they can get help for dyslexic children (Figure 18). It is seen that Italian parents are more conscious of this than parents in other partner countries. 3.1.11. Out of School Activities Out of School Activities (%) 100 90 80 70 60 Yes

40 30 20 10 0 Turkey

Bulgaria

Poland

Portugal

Romania

Italy

Figure 19

Participating in extracurricular activities helps develop the motor and organizational skills of dyslexic learners, gain self-discipline and self-esteem, develop social relationships and offer them diverse learning experiences. Parents have stated that children with dyslexia participate in extracurricular activities such as sports (handball, football, swimming, tennis, taekwondo, etc.), dance, music, chess, and paintings. The majority of Italian, Turkish and Portuguese parents (Figure 19) reported that their children with dyslexia do not attend out of school activities. According to the majority of Romanian, Bulgarian and Polish parents, children's participation in non-school activities is higher. Parents who say that their children do not participate in any activities outside the school explain this situation with the reasons of lacking of time, reluctance, economic problems, lacking of information, health or behaviour problems, lacking of time for the activities related to programs, depending on the excess of course and homework burden.

INTERNATIONAL ANALYSIS

DysTRANS

3.1.12. Need for Special Training Regarding Dyslexia Need for Special Training (%) 100 90 80 70 60 Yes

40 30 20 10 0 Turkey

Bulgaria

Poland

Portugal

Romania

Italy

Figure 20

When parents' responses to the training needs of dyslexia to better understand their children and provide them with effective support were assessed (Figure 20), although it is seen that Italian parents need a very high level of education Turkish, Romanian, and Bulgarian parents also reported that they needed training in this regard. The majority of Polish parents reported that they did not need training in this regard.

INTERNATIONAL ANALYSIS

DysTRANS

3.3. FINDINGS OF THE SURVEY AMONG TEACHERS 3.1.13. Pedagogical Experience and Trainings of Dyslexia Pedagogical Experience (%) 100 90 80 70 60

0-10year

11-20year

21+ year

30 20 10 0 Turkey

Bulgaria

Poland

Portugal

Romania

Italy

Figure 21

As seen in Figure 21, the pedagogical experiences of Turkish and Italian teachers vary from 0 to 20 years, with the majority of teachers having teaching experience between 0-10 years. In the other partner countries, the year of the pedagogical experience of teachers participating in the study is wider. The majority of Romanian, Portuguese and Polish teachers have a pedagogical experience of over 21 years. In the case of Bulgarian teachers, it is seen that the pedagogical experience is distributed evenly in the years 0-10, 11-20 and 21 and over.

Previous Trainings on Dyslexia (%) 100 90 80 70 60 50

Yes

30 20 10 0 Turkey

Bulgaria

Poland

Portugal

Figure 22 38

Romania

Italy

INTERNATIONAL ANALYSIS

DysTRANS

As seen in Figure 22, most of the teachers who participated in the study from other partner countries except Italy reported that they had not previously been trained in dyslexia. A large majority of Italian teachers reported that they receive training about dyslexia, and a large majority of teachers who participated in the study from Turkey reported that they receive training about dyslexia, compared to other partner countries. In Polish teachers, it is seen that the ratios of the dyslexic and non-dyslexic teachers are close to each other. 3.1.14. Recognise Dyslexic Students

Level of skill to recognize dyslexic students (1-very poor, 6-excellent) 6 5 4 3 2 1 0 Turkey

Bulgaria

Italy

Poland

Portugal

Romania

Figure 23

Early recognition of students with learning disabilities is crucial in providing a more accurate and functional help to them. When examining how teachers evaluate themselves in terms of their ability to recognize a student with learning difficulties due to dyslexia, it is understood that teachers from Turkey, Bulgaria and Romania see their abilities in this area above the average (Figure 23).

INTERNATIONAL ANALYSIS

DysTRANS

3.1.15. Skills/Ability to Help Dyslexic Students Ability to help dyslexic students (1-very poor, 6-excellent) 6

0 Turkey

Bulgaria

Italy

Poland

Portugal

Romania

Figure 24

When teachers' feedback on how well they find themselves satisfied with helping dyslexic students, it is seen that Portuguese teachers are under the average, Turkish and Italian teachers were close to the average, and Polish and Roman teachers were above the average (Figure 24). 3.1.16. Difficulties of Adaptation to Lower Secondary School

100

Do you think the adaptation to lower secondary school is more diffucult for dyslexic students? (%)

90 80 70 60 50

Yes

30 20 10 0 Turkey

Bulgaria

Italy

Poland

Portugal

Romania

Figure 25

According to a large majority of all participating partner country teachers in this project 40

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(according to Italian and Romanian teachers overall), dyslexic students are faced with more adaptation problems during transition from primary school to lower secondary school compared to other students. However, according to half of Portuguese teachers, dyslexic students do not have more adaptation problems compared to other students in the transition period to the lower secondary school (Figure 25). Teachersâ€™ feedback on the difficulties and adaptation problems experienced by dyslexic pupils during the transition from primary school to lower secondary school is given below (Figure 26).

Difficulties in adaptation during the transition period (%) 100 90 80 70 60 50 40 30 20 10 0

Turkey Bulgaria

Often sleep or look sleepy in lessons

Generally unhappy in school

Generally unconcerned with lessons

Exposure to bullying

Avoiding group learning activities

Agression towards to others

Problems about finding friends and maintaining relationships

Have not many friends

Excluded by their peers

Stay away from social relations

Poland Portugal Romania Italy

Figure 26

When the adaptation problems experienced by dyslexic students in the transition from elementary school to lower secondary school are examined from the perspective of teachers (Figure 26), it is understood that the frequency of problems differs according to the countries. The Polish teachers; reported that they did not observe problems with dyslexic students, such as not being able to find friends and engage in relationships with friends, aggressive behaviour towards other people, and often unhappiness in school. The Portuguese teachers who participated in the study did not observe a general problem of indifference to the lectures in the dyslexic students; but it is seen that these students are more likely to avoid group learning activities. According to Bulgarian teachers, in dyslexic students, the most common seen is sleeping or looking sleepy during classes and the least one is aggressive behaviour towards other individuals. In Figure 26, It is understood that generally Turkish, Romanian and Italian teachers observe 41

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difficulty in adjusting to lower secondary school in the dyslexic students mentioned. The least observed adaptation difficulty in dyslexic students is aggressive behaviour towards other people. 3.1.17. Strategies Used by Teachers to Support Dyslexic Students

Kind of Supports for Social Relations (%) Reinforce their self esteem Work in pair/group Italy

Appointing them as the person in charge of an important task

Romania Portugal

Strengthening artistic and sporting skills

Poland Supporting the strenght of students

Bulgaria Turkey

Supporting emotional awareness and expressive skills Supporting effective communication skills 0

10 20 30 40 50 60 70 80 90 100

Figure 27

It is extremely important to evaluate teachers' feedback on which support strategies are more functional or useful to improve the social relationships of dyslexic students. The vast majority of teachers who participate in the study from partner countries that are involved in this project reported that strategies like having the ability to support effective communication, emotional awareness of emotions and expressive skills, the identification and support of the strengths of the students, the development of artistic and sportive skills, appointing them as the person in charge of an important task in the class, preferring pair / group work, are functional in the development of social relationships in dyslexic students. However, 60% of Italian teachers who participated in the study found strategies such as supporting the strengths of dyslexic students and effective communication skills to be less functional (Figure 27).

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Kind of Supports for Academic Success (%) Involving in practical activities Attention empowerment activities Collaboration with SEN teacher, psychologists, etc. Building a tolerant atmosphere Adapting educational activities

Italy

Do not force to read aloud in the class

Romania

Reduce amount of homework

Portugal Poland

Allow to use schemes, formulas

Bulgaria Additional lessons

Turkey

Extra time during the tests Allowing to answer orally to the question Reading aloud the instructions Position in the class closer to the teacher 0

90 100

Figure 28

Dyslexic students need to be supported to be academically successful. When teachers' views on which support strategies are more functional for increasing the academic achievement of dyslexic students are assessed (Figure 28), a large part of the teachers participating in this study from project partner countries have found it functional in the development of academic achievement the strategies such as the students should be given extra time during the exams, the instructions of the students about the course or the duties they are responsible for, reading aloud the instructions, creating a tolerant atmosphere in the class / school, cooperating with experts such as special education teachers and psychologists, the implementation of strengthening activities and the inclusion of students in practical applications. However, according to the majority of Italian teachers, strategies such as seating the dyslexic learners close to the teacher in the classroom, cooperating with or receiving support from experts such as special education teachers and psychologists, creating a tolerant atmosphere within the classroom and using attention-building activities were not found to be functional in terms of academic success. It was also seen that the strategy of giving less homework to dyslexic students in improving academic achievement is found to be less functional than other support strategies by teachers (except for Italian and Romanian teachers).

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3.1.18. Knowledge about National Legislation Regarding Dyslexia Knowledge about National Legislation (1-very poor, 6excellent) 6 5 4 3 2 1 0 Turkey

Bulgaria

Italy

Poland

Portugal

Romania

Figure 29

When teachers' answers to the question of how well they know the legal rights of dyslexic students (Figure 29), it is seen that Italian and Polish teachers are above average; Romanian and Turkish teachers are close to the average level; Bulgarian and Romanian teachers were found to have a level of knowledge below the average. 3.1.19. Communication with Parents for Dyslexic Students Communication with parents (1-very poor, 6-excellent) 6 5 4 3 2 1 0 Turkey

Bulgaria

Italy

Poland

Portugal

Romania

Figure 30

When feedback on how well teachers communicate with parents of dyslexic students is examined (Figure 30), it is seen that Romanian and Polish teachers participating in the study are above the average; and teachers of other partner countries have an average level of competence.

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3.1.20. Need for Special Training Regarding Dyslexia Need for Special Training (%) 100 90 80 70 60 50

Yes

30 20 10 0 Turkey

Bulgaria

Italy

Poland

Portugal

Romania

Figure 31

When feedback on teachers' need for specific training on dyslexia is examined (Figure 31), it appears that a large majority of project partner countries' teachers who participate in this study need special training in order to better understand the problems of dyslexic students and to provide them with more effective support. In addition, the need for special education on dyslexia was mostly expressed by Portuguese teachers, and at least by Italian teachers.

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RESULTS This section includes the general judgments and suggestions that resulted from the analysis of the questionnaires applied to the dyslexic pupils, their parents and their teachers in order to demonstrate the needs of the dyslexic pupils in the transition period from primary school to lower secondary school. 4.1. COMMENTS 4.1.1. Comments on the Studentsâ€™ Responses When the responses of a total of 68 dyslexic learners to the needs analysis questionnaire from the partner countries participating in this study (38 of them officially diagnosed, 30 of them shows dyslexic symptoms/SLD, but not officially diagnosed) are evaluated in general, the majority of the students are faced with more adaptation problems in lower secondary school (apart from the Portuguese students) compared to primary school. In lower secondary school, increasing course and homework burden, difficulty of subjects, low grades in examinations, change of friends and teachers cause worry and make the adaptation process to the school difficult. Moreover, for those students who are having problems with their relationships with their peers in lower secondary school, who are excluded by their peers due to their low academic achievement, and who are having difficulty in establishing close relationships, the process of transition to lower secondary school is more difficult, they are experiencing difficulties in adaptation and are unhappy at school. Dyslexic students see their skills at moderate levels in terms of reading, writing, reading comprehension, creative writing, exams and homework. It is important that the dyslexic students are supported both by their teachers and friends at school and by their family members at home in terms of academic achievement. However, when the survey results were evaluated, it was understood that some of the students who participated in the study were not adequately supported at home and at school. Dyslexic students reported that they got more school support when they were in primary school compared to lower secondary school. While an important part of the students who participated in the study from Romania, Bulgaria and Portugal stated that they were supported by their families; perceived family support rate is less common in Turkish and Italian students. The pupils from Poland have stated that they see more of their family support in primary school than in lower secondary school. Participation in sporting and artistic activities affects both social relations and academic achievements and levels of harmony positively. Participation rates of extracurricular activities (such as swimming, dancing, tennis handball, music, martial arts, theatre, football, ice skating) of Polish and Portuguese dyslexic students participating in the study are high; participation rates in non-school activities are lower in the other partner countries. Students who do not regularly participate in any activities outside the school have indicated that they can not attend school activities because of their parentsâ€™ disallowance, lack of time to attend 46

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to the activities, desire to stay at home, economic problems, reluctance to participate in activities or lack of self-confidence. However, these students are also deprived of their personal, social and academic profits from participation in extracurricular activities. 4.1.2. Comments on the Parentsâ€™ Responses When the responses of 81 parents with dyslexic children to the needs analysis questionnaire were evaluated in general, it was stated that, with more than half of the parents participating in the study, the attitudes of their children to the children changed negatively from primary school to lower secondary school. For some parents, problems such as reluctance to go to school, feeling unhappy in school, not sharing or not sharing memories and experiences about the school, and reluctance to do lectures and school-related tasks are more common in lower secondary school. In addition, a significant number of Turkish, Bulgarian, Polish and Italian parents find their children more unsuccessful in academic areas such as reading, writing and mathematics than their peers. However, more than half of Portuguese and Romanian parents participating in the study are assessing their children's school achievement at the same level as their peers. According to a significant proportion of the parents participating in the study, children with dyslexia receive more school support in primary school than in lower secondary school. When the support provided by parents is examined, it seems that parents often use support types such as trying to understand them, helping them in matters they do not understand and in their homework, getting special education training and getting special support from psychologists. It was also seen that parents gave their children more support in lower secondary school compared to primary school. This may be explained by the fact that parents have more knowledge of dyslexia over time, dyslexic students needing more support during lower secondary school, or in connection with diminishing school support. A significant number of Portuguese, Turkish and Italian parents who participated in the study stated that their children do not participate in any activities outside school; but most of the Polish Bulgarian and Romanian parents expressed their children's participation in extracurricular activities. Parents who say that their children do not participate in any activities outside the school explains the reasons for this as lacking of time, reluctance, economic problems, lacking of information, health or behaviour problems, lack of time depending on the excess of course and homework burden. When the results of the questionnaire are evaluated, the majority of the parents are aware of the legal rights provided to dyslexic children; but a significant portion of Turkish parents have not had enough knowledge of legal rights. This low rate in Turkish parents may be explained by the fact that students and parents are not receiving enough support from the school and that teachers do not have enough knowledge about legal rights related to dyslexia. Again, the vast majority of parents need special training in dyslexia, with the exception of Polish parents. Therefore, seminars and training studies to be carried out in schools and municipalities on legal rights and dyslexia are considered to be beneficial.

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4.1.3. Comments on the Teachersâ€™ Responses When the answers given by the project partner countries to the needs analysis questionnaire of 131 teachers who participated in this study and working in dyslexic students were generally evaluated, it has been determined that the vast majority of teachers who participated in the study from other partner countries except Italian teachers did not receive any education about dyslexia and they needed special education in this topic. For this reason, it is thought that teachers cannot provide effective and functional support to dyslexic students. However, when the results of the questionnaire were evaluated in terms of their ability to distinguish and assist dyslexic students and to know the legal rights for the dyslexic pupils, it was seen that the level of knowledge and skills of teachers in these subjects was moderate. According to the vast majority of teachers participating in this study from all project partner countries, dyslexic students are more likely to face adaptation problems in transition from primary school to lower secondary school compared to other students. These findings are consistent with findings from students and parents. A significant number of teachers reported that dyslexic students had problems in their relationships with peers and academic field, they were unconcerned with the classes and were unhappy at school. The fewest adaptation difficulty that the teachers observed in dyslexic students was the aggressive behaviours towards other people / peers. It is important to support social relations and academic achievements in order to assist dyslexic students in the process of transition and adaptation to lower secondary school. An important part of the teachers finds it effective and functional in the development of social relations of the dyslexic pupils the strategies like supporting their effective communication skills, their ability to recognize and express their emotions, supporting their strengths and strengthening and supporting their artistic and sportive skills and self esteem, In addition, to improve the academic achievement, the vast majority of teachers participating in the study found it functional the strategies like providing extra time during the exams, reading aloud the instructions of the courses or assignments they are responsible for, building a tolerant atmosphere in the classroom, collaborating with specialists such as special education teachers or psychologists, seating the students in a close place to the teacher, building awareness-raising activities, and involving students in practical applications. However, the strategy of giving less homework for dyslexic students found less functional by teachers (except for Italian and Romanian teachers) in terms of increasing academic success compared to other support strategies. 4.2. CONCLUSION AND SUGGESTIONS As a result, when the answers given by 285 participants of dyslexic students, parents and teachers to needs analysis questionnaires are evaluated in general, it can be said that the dyslexic students meet with social and academic adaptation problems during transition from primary school to lower secondary school, and therefore the transition period is difficult for dyslexic students. For this reason, dyslexic students need more effective and functional support during this transition period. Also, parents with dyslexic children and teachers of 48

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these students need special training on how they can help dyslexic students or how to work with them. In conclusion, from the findings of this research, it is considered that the proposals presented below will facilitate the transition period between primary school and lower secondary school of dyslexic students: 

It is thought that it would be beneficial to organize professional trainings for all teachers at primary and lower secondary school level related to dyslexia. In these trainings, general characteristics of dyslexic students, areas where they have difficulties, how they can be supported academically, effective and functional support strategies in this area, etc. and it is suggested that these trainings should be application oriented.



Parents' contribution is also very important for the successful and harmonious transition process of dyslexic students. Therefore, it will be effective to present the trainings for the parents in the above mentioned titles. However, it is more beneficial that these trainings are oriented towards practice, and skill acquisition rather than theoretical knowledge.



The importance of artistic and sportive activities cannot be denied in terms of being able to be successful both academically and to develop healthy social relations. It is therefore of utmost importance that dyslexic students be directed to both artistic and sporting activities both within and outside the school. For this reason, it will facilitate this transition process the school administrators and teachers to increase the number and variety of in-school sporting and artistic activities. It will also be beneficial for municipalities to take more responsibility in this regard and to increase the number of free activities to be arranged for students.



It is frequently emphasized in the literature that students with high self-esteem and effective communication skills can cope more easily with adaptation problems, have higher levels of social support and academic achievement. Therefore, it is considered that variables such as self-esteem and effective communication skills affect dyslexic students positively on the transition and adaptation processes to lower secondary school. For this reason, it may be beneficial for both parents and teachers to support dyslexic students about self-esteem and communication skills, and to seek support from experts when necessary.



Based on the results of this research, it is hoped that the preparation of a support kit for dyslexic students, their parents and teachers will facilitate the transition and integration process of the lower secondary school and it will hopefully illuminate teachers and parents.

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REFERENCES Bartok, E. (2017). The Dyslexic Child - a Joint Responsibility. Guide for Teachers and Parents of Children with Specific Learning Disabilities, Tirgu Mures Baydık, B.(2011) Study of Usage of Reading Strategies of Students with Reading Difficulties and Teaching Practices of Teachers on Understanding Reading. Education and Science, 6(162). Bogdanowicz, M. (1994). O dysleksji, Wydawnictwo Linea, Lubin Bogdanowicz, M. (2005). Ryzyko dysleksji, Wydawnictwo Harmonia, Gdańsk 2005 David, C. (2015). Learning Disorders, in Rosan, A., (coord.) Special Psychopedagogy, Bucharest, Polirom, 244-270. David, C., Rosan, A. (2017). Principles of Diagnosis Based on Scientific Evidence in Specific Learning Disorders, Cluj Napoca, Argonaut; Limes Education Reform Initiative.(2012). Education Monitoring Report, Executive Summary Korkmazlar, O. (2003). Ögrenme bozuklugu ve ozel egitim [Learning disabilities and special education]. Farkli gelisen cocuklar, 147-171. Матанова В., Дислексия, Софи-Р, 2001 Ozkardeş, O. (2012). Practices related to specific learning difficulty in Turkey. Istanbul Commerce University Social Sciences Magazine, 11(21), 25-38 Sharma, G. (2004). A comparative study of the personality characteristics of primary school students with learning disabilities and their non-learning disabled peers. Learning Disability Quarterly, 27(3), 127-140. TUIK (2010) Survey on Problems and Expectations of Disabled People. Retrieved from http://www.tuik.gov.tr/HbPrint.do?id=6370 Order 3124/2017 on the approval of Methodology to provide support for students with learning disabilities regulates appropriate assessment procedures for dyslexia, dysgraphia, dishortography and discalculia. Order

573/1997, 2000, 2009. Special Educational Regulation. Retrieved https://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111226_....pdf

Law 170 8/10/201 DM 5669 12/07/2011 (guide Lines) Nota MIUR 2563 22/11/2013 Nota USR Sicilia 13462 del 09/09/2015 www.iclauralanza.it/jml http://ortograffiti.pl/ www.aid.org http://bogdanowicz.edu.pl/ http://www.dislex.co.pt/ https://dislexia.pt/ 50

from

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http://www.doctoronline.bg/uploads/diagnostics/201201/path_7134.pdf https://www.dyslexia-international.org/the-problem/ www.donnamoderna.com/dislessia https://www.ptd.edu.pl/ http://www.scribd.com/doc/102927877/Breve-historia-do-conceito-de-dislexia http://srl-regio.com/wp-content/uploads/2015/05/Dislexia_Dra.-Paula-Teles.pdf https://www.facebook.com/associacaoportuguesadedislexia/

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APPENDIX QUESTIONNAIRE FOR STUDENTS Dear Students, This survey is part of the Erasmus +, Key Activity 2: Strategic Partnerships project "DysTrans: Supporting Dyslexic Individual In Transition from Primary to Lower Secondary School" (2017-1-TR01-KA201-046274).The aim of this project is to provide support to teachers working with students with dyslexia during the transition period, to the parents of these children and to children themselves. The purpose of the survey is to find out the main difficulties students with dyslexia face both in academic and in social aspects during the transition period from primary to lower secondary school; the support the receive at school from teachers, specialists and classmates; and at home – from parents and other family members. The survey aimes also at finding out what is necessary to be done to ensure that these students are well-prepared for this transition. For this reason, please answer the following questions sincerely. The information you share with us will only be used for this research. Your personal information will be kept confidential. Age:..... / Grade:..... 1. Do you find it more difficult to study in the Secondary school than it was in the Primary? a. Yes, it is more difficult

b. It’s the same degree

If “Yes” what makes things more difficult? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……………………………………………………………………………………… 2. How could you rate your study skills? Study Skills 1 2 3 4 5 6 Comments a/ reading (How well do you read?) b/ reading comprehension (When you read a text do you need to read it more than once to undertand it?) c/ spelling (How well do you know/apply the spelling/grammar rules?) d/ writing (How do you manage if you have a creative writing task?) 52

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e/ tests (How do you feel about having tests?) f/ tests (Does your test results match the efforts you put in the preparation?) g/ tests (Does it happen that you don’t have enough time to complete all the tasks/exercises of the test? How often?) h/ time (Do you have enough time to prepare all your lessons/homework for the next day?) What else do you want to say about study skills? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 3. What of the following kinds of support you were/are getting at school?: Kind of School Support

In Primary school

In Secondary School

a/ position in the class close to the teacher b/ task instructions were read aloud by the teacher c/ allowed to answer orally to the questions and teacher to write them down d/ extra time during the tests e/ additional individual lessons with the teacher/s on the subjects I had/have difficulties with f/ allowed to use schemes, rules, formulas during the classes g/ reduced amount of homework h/ not asked to read aloud in front of the class i/ understanding from the teacher/s j/ tollerant attitude and support from the classmates k/ additional help/support from a SEN teacher; psychologist, etc. Have you received any other support other than those mentioned above? 53

Comments

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…………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 4. What of the following kinds of support you were/are getting at home) Kind of Home Support

In Primary school

In Secondary School

Comments

a/ parents read lessons aloud to me b/ parents read my lessons for me, extract the things I had/have to learn c/ parents read the tasks’ instructions and explained them to me d/ explanations of the concepts I had/have difficulty to understand e/ work with private tutor f/ using educational games/ educational websites 5. How do you feel at your school? ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… 6. What makes you feel good in school? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 7. How were/are your relationships with your teachers and your friends?(In primary School and lower secondary scool) ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… 8. Do you have any out-of-school activities (sport, art, etc.)? a. Yes

If, YES – List them: .................................................................................................................. If, NO – Why? ...................................................................................................................

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QUESTIONNAIRE FOR PARENTS Dear Participant, This survey is part of the Erasmus +, Key Activity 2: Strategic Partnerships project "DysTrans: Supporting Dyslexic Individual In Transition from Primary to Lower Secondary School" (2017-1-TR01-KA201-046274). The aim of this project is to provide support to teachers working with students with dyslexia during the transition period, to the parents of these children and to children themselves. The purpose of the survey is to find out the main difficulties students with dyslexia face both in academic and in social aspects during the transition period from primary to lower secondary school; the support the receive at school from teachers, specialists and classmates; and at home â€“ from parents and other family members. The survey aimes also at finding out what is necessary to be done to ensure that these students are well-prepared for this transition. For this reason, please answer the following questions sincerely. The information you share with us will only be used for this research. Your personal information will be kept confidential. Age of Your Child :..... / Grade:..... 1. Has your childâ€™s attitude towards school changed when he moved from primary to secondary school? a. Yes b. No 2. If YES Which of the following behaviors or reactions does/did your child show relating the school? Behaviour or Reactions

In Primary School

In Secondary School

Comments

a. He/She usually does not want to go to the school. b. The time to go to school is a crisis at home. c. Unhappy on the way to the school, but returning from the school is happy. d. My child is very unconcerned with the lessons. e. Usually he/she does not share schoolrelated activities f. Usually he/she is absent from the school. g. He/she does not like school tasks that involve reading, writing Additionally to the above, What else would you like to add? .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... 3. How do you assess your child's success at school in relation to their peers? a. At peers level

b. lower than peers 55

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4. What of the following kinds of support was/is your child getting at school? Kind Of School Supports

In In Primary Secondary School School

Comments

a. position in the class close to the teacher b. task instructions were read aloud by the teacher c. Using of assistive technologies such as computers and tablets. d. Preparing and distributing abstracts related to the subject at the end of the courses. e. oral examinations rather than written examinations f. extra time during the tests g. giving time to he/she self-correct h. Activities to enhance attention i. Additional help/support from a SEN teacher; psychologist, etc. j. additional individual lessons with the teacher/s on the subjects which he/she had/has difficulties with k. reduced amount of homework l. tollerant attitude and support from the classmates Additionally to the above, What else would you like to add? .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... 5. What of the following kinds of support you provide to your child at home? A. Kinds Of Home Support

In In Primary Secondary School School

a. Reading boks and articles about diyslexia b. we read the tasksâ€™ instructions and explained them to him c. we explain the concepts he had/has difficulty to understand d. I am trying to understand her/his e. I am getting helpful resources to facilitate the his/her learning process f. we got/get a private tutor for him g. We use educational games/ educational websites h. Take away the distractors (TV, PC, toys) i. We provide new learning experiences (sporting, artistic, practical) j. I get support from SEN teacher, psychologist, etc. 56

Comments

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Additionally to the above, What else would you like to add? .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... 6. Are you aware of your child’s legal rights? a. Yes

b. No

7. Do you know where to look for help for your child (out of school)? a. Yes

b. No

8. Does your child have any out-of-school activities (sport, art, etc.)? a. Yes

b. No

If, YES – list them: .................................................................................................................. If, NO – why? .................................................................................................................... 9. Do you think you need a special training in order to better understand your child’s difficulties and to be able to better support him? a. Yesb. No If you interested to participate in the Pilot training of the project, please provide your contact details (phone number, e-mail address) ........................................................................................................................................

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QUESTIONNAIRE FOR TEACHERS

Dear Participant, This survey is part of the Erasmus +, Key Activity 2: Strategic Partnerships project "DysTrans: Supporting Dyslexic Individual In Transition from Primary to Lower Secondary School" (2017-1-TR01-KA201-046274). The aim of this project is to provide support to teachers working with students with dyslexia during the transition period, to the parents of these children and to children themselves. The purpose of the survey is to find out the main difficulties students with dyslexia face both in academic and in social aspects during the transition period from primary to lower secondary school; the support the receive at school from teachers, specialists and classmates; and at home – from parents and other family members. The survey aimes also at finding out what is necessary to be done to ensure that these students are well-prepared for this transition. For this reason, please answer the following questions sincerely. The information you share with us will only be used for this research. Your personal information will be kept confidential.

Teacher in Primary/Lower Secondary School: 1. Pedagogical experience /years/: ……………. 2. Previous trainings on dyslexia? a.

Yes

b. No

3. Please, rate your skills to recognise when a student’s difficulties in learning may be due to dyslexia? (1 – very poor; 6 – excellent) 1

4. Please, rate your skills to help a student with dyslexia to overcome his/her difficulties. (1 – very poor; 6 – excellent) 1

5. Do you think that dyslexic students are more difficult to adapt to secondary school than other students? a. Yes

b. No

If your answer to question 3 is yes, What of the folowing kinds of diffuculties do students have? if YES Kind of Diffuculties Comments a. Stay away from social relations, they are alone. b. They are being excluded by their peers c. Have not many friends, mostly 58

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d. e. f. g. h. i. j.

DysTRANS

alone Having problems finding friends and maintaining relationships. Express aggression towards to others Dyslexic students are avoiding group learning activities Dyslexic students may be subject to bullying They generally unconcerned with lessons They generally look unhappy in school They often sleep or look sleepy in lessons

6. Which of the following strategies are more useful for strengthening the social relations of students with dyslexia? Kind of Suppors for Social Relations

if YES

Comments

a. Supporting effective communication skills b. Supporting emotional awareness and expressive skills c. Strengths of students need to be highlighted and supported d. Strengthening artistic and sporting skills e. Appointing them as the person in charge of an important task in the class f. Work in pair/group g. Reinforce their self esteem 7. Which of the following strategies are more useful for academic success of students with dyslexia? Kind of Support for Academic Succes

if YES

a. Position in the class close to the teacher b. Read the task instructions aloud c. Allow dyslexic student to answer orally to the questions and you write down his answers d. Giving extra time during the tests 59

Comments

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e. Giving additional individual lessons f.

Allow dyslexic students to use schemes, rules, formulas during the classes g. Reduce amount of homework h. Do not ask dyslexic students to read aloud in front of the class i. Adapt the educational activities to dyslexic students’ abilities j. Building tollerant atmosphere in the class k. Work in collaboration with SEN teachers; psychologist, etc. l. Doing attentions empowerment activities m. Involving dyslexic students in practical activities 8. Please, rate your knowledge about the national legislation regarding the educational rights of students with dyslexia. (1 – very poor; 6 – excellent) 1

2 3

4 5

9. Please, rate your communication with parents of dyslexic students (1 – very poor; 6 – excellent) 1

2 3

4 5

10. Do you know where to direct parents to look for help for their child? a. Yes b. No 11. Do you think you need a special training in order to better understand your dyslexic students’ difficulties and to be able to better support them? a. Yes b. No If you interested to participate in the Pilot training of the project, please provide your contact details (phone number, e-mail address.