“Digging a Hole With a Fork”: Investigating Reading Difficulty in Manitoba: An Exploratory Case Study of Adults

Understanding the daily life and school experiences of adults in Manitoba can inform important structural and systemic priorities to better meet the needs of those with reading disabilities (RD). The research questions for this study were (a) how have adults with severe RD experienced school in Manitoba and (b) how has RD had an impact on their life experiences? Following a constructivist stance, this study employed a case study approach in which 11 Manitoba adults who self-identified or were diagnosed with RD participated in one-on-one semi-structured interviews. They expressed feelings of pain and the impact of unmet needs, as well as joy when feeling understood and embraced. The results suggest that a diagnosis of RD, especially earlier on, created a more defined self-image and acceptance of RD. Further, when the system of support provided tools, accommodations, and understanding, participants felt encouraged and optimistic. Schools were found to have an emotional impact and therefore have an important role to play. Some participants reported that diagnosis and advocacy were due to happenstance encounters or family influence. Community supports were found to be largely absent. Although those who were in post-secondary study typically found accommodations, only one participant reported utilizing a public disabilities organization for advocacy in the workplace or school. Individuals who moved towards self-actualization appeared to embrace diversity and challenges while at the same time developing strong compensation skills to work through problems caused by RD. Further, individuals who persistently worked towards personal goals had come to a more peaceful reconciliation of their struggles. A conceptual model was developed that identified the essential interaction of self-identity, community, and personal traits. Given the complexity and variety of experiences, community and school systems meant to support those with RD must coordinate efforts by learning more about RD and listening to their voices.

Citation: Bjornson, V. C. V. (2021). “Digging a Hole With a Fork”: Investigating Reading Difficulty in Manitoba: An Exploratory Case Study of Adults (Unpublished doctoral thesis). University of Calgary, Calgary, AB.

As dyslexia tutor Valdine Björnson puts it, "more people are in line for the same service," than ever before. Björnson, who runs the Reading and Learning Clinic of Manitoba, said she worries that students with disabilities are at the very back of an extended line now.

A silver lining for Björnson is that the pandemic, combined with the recent release of an Ontario inquiry’s damning findings about literacy education failing students with disabilities in that province, have opened the door for frank conversations about improving reading instruction for vulnerable students.

The Manitoba Human Rights Commission is currently gearing up to launch a project to better understand local literacy issues and make policy recommendations to improve instruction for all learners.

Karen Sharma, acting executive director of the commission, indicated a growing number of residents have reported concerns about how reading is taught in Manitoba over the last two years.

"Students who needed in-depth supports due to a learning disability may have been left behind. The kinds of investments that need to be made and supports they need to receive in order to bridge that (gap) needs to be considered, post-pandemic," Sharma said.

https://www.winnipegfreepress.com/local/class-action-576635482.html 

June 2022