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Examining a Healthcare Narrative in relation to Occupational Therapy - Essay Example

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Examining a Healthcare Narrative in relation to Occupational Therapy: Dyslexia Introduction While adolescence and attending school is a challenging experience for most people, individuals with dyslexia have a significantly added burden. Stephen McCue was one of these individuals…
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Examining a Healthcare Narrative in relation to Occupational Therapy
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Examining a Healthcare Narrative in relation to Occupational Therapy

Download file to see previous pages... Today Stephen McCue helps others through his organization Dyslexia pathways. Still, one recognizes that there is a dire need for more critical understandings of dyslexia. This research functions to address many of these concerns. Within this context of investigation this research focuses on three main areas: the importance of gaining a diagnosis, the role society plays, and the importance of assistive technology. Additionally, the relevance of the account for the OT profession is considered a well as a critical appraisal of Stephen’s own narrative. Part 1 - Gaining a Diagnosis Firstly, one must understand what is meant by dyslexia. The issue with defining dyslexia is that a universally accepted definition does not exist. Indeed, there are a variety of different interpretations. One theorist argues that, “Dyslexia is manifested in a continuum of specific learning difficulties related to the acquisition of basic skills in reading, spelling, and/or writing, such difficulties being unexpected in relation to an individual’s other abilities and educational experience. Dyslexia can be described at the neurological, cognitive and behavioral levels. It is typically characterised by inefficient information processing, including difficulties in phonological processing, working memory, rapid naming, and automaticity of basic skills. Difficulties in organisation, sequencing and motor skills may also be present” (Task Force on Dyslexia, 2001, p.28) Dyslexia: A Practitioner’s Handbook (Gavin Reid, 6). Still, other theorists argue along different lines, specifically emphasizing literacy. These perspectives note, “Prefer this definition: “Dyslexia is a difficulty with literacy which results in a person requiring a set of accommodations to be made to enable them to demonstrate their abilities. Accommodations can be defined as a set of enabling arrangements that are put in place to ensure that the dyslexic person can demonstrate their strengths and abilities and show attainment” (cited in Clark (2003), p.9). ) Dyslexia: A Practitioner’s Handbook (Gavin Reid, 8). Ultimately, it seems that a label is a necessary prerequisite for obtaining the type of assistance that can be beneficial. Apart from that, the existence of a label can be useful as it can offer to the person with dyslexia and offer a useful explanation of the nature of his or her difficulty (Reid & Kirk, p. 6). Sometimes just having the knowledge that one is dyslexic is helpful to some adults, in particular, those who have failed quite significantly at school and as a result have low self esteem. At the same time by giving someone a diagnosis, label, and help, perhaps quite rightly does, raise one’s expectations of the hope of effective support and the desire to redress the effect of previous experiences of failure (Reid and Kirk 2001, p.7). In the Stephen’s specific case he experienced tremendous hardship in his early years, but after recognizing his disability and implementing hard work and commitment was able to preserve. For Stephen, the lack of an early diagnosis has affected his education, career and self-concept a great deal. Still, he demonstrates that oftentimes-dyslexic people have considerable strengths in other modalities; for Stephen he found he had a talent for music. Because of his experiences Stephen felt he wanted to help others past their own challenges. The strengths shown by many dyslexic people of being sensitive to other people and particularly young people with their own particular ...Download file to see next pagesRead More
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