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The Understanding and Experiences of Living with Dementia in Chinese New Zealanders
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 3; Pages: 1280 (2022)
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Adventures into the Unknown: The Lived Experience of East Asian International Students as Foreign-Accented Speakers in Australian Higher Education ...
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Raising Children with Disabilities: A Critical Understanding of the Lived Experiences of Chinese Immigrant Parents in Canada ...
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Voices behind the Statistics: A Systematic Literature Review of the Lived Experience of Rheumatic Heart Disease
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In: International Journal of Environmental Research and Public Health ; Volume 17 ; Issue 4 (2020)
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The Experience of Personal Time in Alzheimer’s Disease ; Переживание личного времени при болезни Альцгеймера
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Digital and the pupil's lived experience in class : a communication space recomposition ? ; Numérique et expérience vécue de l'élève en classe : un espace de communication en recomposition ?
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In: https://tel.archives-ouvertes.fr/tel-02816097 ; Education. Université de Toulon, 2019. Français. ⟨NNT : 2019TOUL0022⟩ (2019)
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| 8 |
An Exploration of the Lived Experiences of Hispanic/Latinx Graduates with an Associate of Applied Science Degree from Interpreter Education Programs in Texas
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In: Master of Arts in Interpreting Studies and Communication Equity Thesis or Action Research Project (2019)
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| 9 |
A qualitative metasynthesis of the meaning of speech-generating devices for people with complex communication needs
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The Use of Google Classroom Application for Writing and Speaking in English Education Class
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In: Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, Vol 5, Iss 1, Pp 93-110 (2019) (2019)
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"I think everybody's finding it a challenge to be honest" The experience of mental health professionals working in Child and Adolescent Mental Health Services in Ireland
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RYAN, EIMEAR KATHLEEN. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. Discipline of Clin Speech & Language Studies, 2018
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| 12 |
The lived experience of high achieving Year 13 boys using silent in-school individual study time during timetabled study periods
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| 13 |
Factors affecting successful participation in the workplace by adults with dyslexia: an interpretative phenomenological analysis
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Abstract:
Background Dyslexia is a life-long condition that impairs a person’s phonological processing capability and, consequently, their ability to read and write fluently. It is known to make participation in employment difficult, with reports by adults of encountering discrimination, and facing hurdles obtaining and retaining jobs. However, some adults with dyslexia thrive in the workplace and are regarded as successful. The prevalence of dyslexia amongst the workforce in the primary industries is believed to be higher than in the general population. The effects of dyslexia in this population has not been widely researched and no research has been published that examines how they participate successfully at work. Understanding these perspectives may identify appropriate ways of enabling this sector of the population to be successful as adults Aim This study sought to understand what adults with dyslexia,working in the primary industries in New Zealand, considered to constitute success in work and to identify factors that enabled them to be successful. It examined this issue from a strengths-based perspective, through the lens of those who have participated successfully at work. Methods A qualitative approach was used to gain understanding of the issues from the perspectives of the eight participants (five women and three men). Data was collected using semi-structured interviews and the verbatim transcripts were explored using interpretative phenomenological analysis. Findings Success was interpreted to be a sense of purpose. Three superordinate themes were identified: constructing and maintaining identity; connectedness to the world; and, the conundrum of time. Supporting themes were identified of the effective use of internal resources and external support. Conclusion Overall, the participants’ stories were of resilience and inventiveness. Within each theme they described the challenges they faced and how they overcame them. They strove towards fulfilment of their sense of purpose and measured their progress towards this. Each was determined and persevered inspite of the difficulties encountered. Their challenges were exacerbated by the hidden nature of dyslexia and their greatest fear was to be exposed as something less than the norm. Hence, they developed effective means to pass as able, even though this added to the effort required to work successfully. A sense of identity was important to them and was maintained through various strategies, including a focus on their strengths, delegating work to others, and being in control of disclosing their dyslexia.
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Keyword:
connectedness; Dyslexia; identity; interpretative phenomenological analysis; lived experience; time
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URL: http://hdl.handle.net/10523/7906
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| 14 |
Living in Two Worlds: The Phenomena of the Language Immersion Experience
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In: University of New Orleans Theses and Dissertations (2018)
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Disrupting Authority: The Phenomenality of Antioppressive Education in the Arts
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Reflexivity and exploring the meaning of delirium through media depictions: methodological insights from a phenomenological study
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Regaining a place from which to speak and be heard: In search of a response to the “violence of voicelessness”
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In: Stellenbosch Papers in Linguistics Plus, Vol 49, Iss 0, Pp 317-330 (2016) (2016)
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The lived experience of teaching mindfully in tertiary education. A hermeneutic phenomenological study
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Experiences of Computer Science Curriculum Design: A phenomenological study
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In: Articles (2015)
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"It's really very disturbing ot me": The Social Reality and Real-Life Challenges of Living with Oro-Pharyngeal Dysphagia ; 5th Congress of European Society of Swallowing Disorders
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