Socio-emotional and behavioral characteristics of dyslexic students in Sri Lanka: a study based on multiple case study method

Abstract

According to the World Declaration of “Education for All,” children, including those with dyslexia, have a right to education. In alignment with this, studies offering different perspectives on the education of dyslexic students have been carried out in many countries. However, it is rare to identify research conducted in this area. Therefore, the aim of this study is to investigate the socio-emotional, health states and behavioral characteristics of dyslexic students in Sri Lanka. The study followed a qualitative research paradigm, adopting a multiple case study method and selecting 10 participants from a hospital for children in Colombo. In-depth interviews, observations, and medical reports of the dyslexic students were used as data collection methods. The generated data and information were analyzed and interpreted thematically using a qualitative comparative analysis. The findings revealed that the general appearance and physical fitness of the dyslexic students were at a considerable level. They carried out daily routine activities independently; however, they did not maintain good relationships with teachers and peers. Conversely, they had strong relationships with family members. Other findings included bedwetting, differences in walking styles, difficulties in managing fine motor skills, and the use of various defense mechanisms to hide failures and carelessness. These findings were informative in identifying the basic health conditions and behavioral characteristics among dyslexic students in Sri Lanka. They also provide insight into relevant intervention methods to address behavioral challenges and enhance the socio-emotional relationships of dyslexic students.