Automatic Correction of Arabic Dyslexic Text

This paper proposes an automatic correction system that detects and corrects dyslexic errors in Arabic text. The system uses a language model based on the Prediction by Partial Matching (PPM) text compression scheme that generates possible alternatives for each misspelled word. Furthermore, the generated candidate list is based on edit operations (insertion, deletion, substitution and transposition), and the correct alternative for each misspelled word is chosen on the basis of the compression codelength of the trigram. The system is compared with widely-used Arabic word processing software and the Farasa tool. The system provided good results compared with the other tools, with a recall of 43%, precision 89%, F1 58% and accuracy 81%

An Examination of the Experiences and Perceptions of Dyslexic Police Officers in England and Wales

The experiences of dyslexic adults in education as well as the ‘caring professions’ of nursing, teaching and social work continue to be fertile ground for academic study. This study extends the range of current academic knowledge of dyslexia in the workplace by exploring the experiences of dyslexic police officers across England and Wales. The context is the extension of disability-related equality legislation to the police service in 2004. The overarching aim of the study is to examine the experiences and perceptions of dyslexic police officers who are ‘on-the-streets’ and not in the classroom environment. This research is underpinned by the principles of the social model of disability (Oliver 1990) and in it, dyslexia is understood not as a stand-alone difference but rather as an aspect of neurodiversity (Cooper 2009) A qualitative and exploratory research strategy was adopted. Data was collected by way of self-completed questionnaires and from face-to-face semi-structured interviews with twenty-five serving or recently resigned dyslexic police officers from ten police services from across England and Wales. The data was analysed using Layder’s theory of domains and his adaptive theory (Layder 2005 & 2013). This study identified that the overwhelming majority of dyslexic police officers experienced a broad range of attitudinal, procedural and police ‘barriers’ to their full integration into the police organisation. All of the participants in this study had disclosed to their employing police service that they were dyslexic. Participant understanding of dyslexia and disability was deeply rooted within the medical model rather than the social model. The study identified substantial evidence of bullying, and discrimination was identified across the broad range of police services as well as significant failings in the provision of workplace assessments by Job Centre staff. Despite this treatment very few participants complained or sought redress. The dominance of the medical model of disability in wider society, together with negative aspects of police ‘occupational’ culture, were identified as key factors in the participants’ decision making processes. This research concludes that institutional disablism in terms of dyslexia is widespread across some police services in England and Wales despite the extension of the disability discrimination legislation to the police service. The research concludes with some recommendations for policy and practice

Secondary teachers' perceptions of assistive technology use for students with learning disabilities

The purpose of this study was to examine secondary general education teachers' perspective of assistive technology use for students with disabilities. A total of four secondary schools participated in this study. Within these schools, 110 general education teachers completed surveys. The survey included three subscales: usage of assistive technology, attitudes and beliefs about assistive technology, and supports and barriers associated with assistive technology. There was one open-ended question that allowed participants to include their thoughts concerning assistive technology. Additional data were collected through interviews and focus groups. Twelve general education teachers participated in two focus groups (one middle school level and one high school level) and four special education teachers as well as four principals completed an interview. The majority of participants was female, held a bachelor's degree, and had less than five years of teaching experience. The data revealed that teachers understood the importance of using assistive technology but felt unprepared to effectively use devices because of lack of a lack of resources, limited planning time, adequate technical support, disjointed professional development, uncertainty of how to use assistive technology within their content area, and poor infrastructure. The implications of these findings for practice and future research are discussed

Dyslexia assessment practice within the UK higher education sector: Assessor, lecturer and student perspectives

The formal assessment of dyslexia within the UK higher education sector is a relatively recent practice. The extant literature that there is reflects this historical observation. Missing from this body of literature, though, is any insight gained via systematic studies into the professional practice of those individuals directly responsible for identifying dyslexia in higher education students. In an academic climate where the very concept of dyslexia is being increasingly questioned, the perspectives of dyslexia assessors, together with those of other groups most closely affected by assessors’ practice, constitute an important area of knowledge for all parties concerned with higher education pedagogical and disability issues. This thesis is based on results from the collection and careful analysis of such perspectives acquired through four surveys of large numbers of participants and a smaller number of interviews with practicing dyslexia assessors. The study’s findings reflect both the diversity encompassed by the dyslexia concept within the higher education sector, as well as the complex relationship that exists between dyslexia research and its operationalization into the practice of individual assessors. Whilst data from assessor participants displayed a detailed lack of consensus on one level, this analysis was overridden on another level by a general consensus amongst interviewees around the main purpose and foci of assessment. Lecturers’ and non-dyslexic students’ understanding of, and attitudes towards, dyslexia and dyslexic students were indirectly influenced by assessors’ practice, particularly by what they invariably observed as the heterogeneity of assessed dyslexic students. Dyslexic students, in identifying their self- perceived difficulties, exemplified this diversity within the category. The study’s findings, based on the informed perspectives of its relevant participants, suggest that much current higher education policy and practice around the recognition of dyslexia is based on erroneous unexamined assumptions. The thesis concludes with tentative suggestions as to how the assessment of dyslexia and subsequent provision for the learning difference could be more streamlined with both contemporary research positions and institutions’ commitment to move towards greater inclusivity

Life stories of selected adults with learning disabilities: How they come to understand and choose to reveal their disabilities

Adults with learning disabilities continue to be impacted by their disabilities throughout their lives. Once they exit formal education, the disclosure of the disability becomes a personal choice. Previous research proposes that although the effects of disabilities are present in the workplace, individuals with learning disabilities are hesitant to disclose their disabilities or request accommodations. Ten adults with learning disabilities were interviewed for this qualitative study to determine how individuals with learning disabilities come to understand and disclose their disabilities. The results suggest that the understanding of what a learning disability means is based upon several factors including the words and actions of others, special education placement, and self-evaluation. Most adults in this study fully- or partially-disclose their learning disabilities to a variety of people and for an assortment of reasons. They use self-presentation strategies such as covering or passing to minimize or conceal the effects of the learning disability. Demystification and self-determination assist with a positive understanding of the learning disability and successful adjustment in adulthood