Grundtvig Learning Program 2010-2012
Breaking Barriers
Peer Learning for dyslectics

 

The Finnish Diverse Learners' Association FINDER



Valk&Uil: Dutch dyslexia training en consultancy agency



Talinn University: Department of Special and Social Pedagogy, Estonia



A.I. Impegno Civile: International Association for Civil Commitment, Italy



Cukurova University: Adana, Turkey



University of Messina: Italy



Dysleksi Forbundit i Norge: Dyslexia Norway

Project definition






Breaking Barriers wants to break mental barriers to learning caused by negative experiences dyslectic adults have often had in their schooling, break barriers raised by conventional notions of learning, break barriers between learners and teachers (who are also learners), and lift the group members to an equal level, learning from each other.

The project aims also to diversify the understanding of dyslexia as a problem into seeing also the possibilities it carries with a different way of processing information.

Problems caused by dyslexia are commonly acknowledged especially among school children. But among adults there are today often overlooked groups with hindrances in learning due to dyslexia.

The project Breaking Barriers seeks to:

  1. spread information about dylexia and diversity in ways of learning, also among adults,
  2. spread information on the method, practices and results achieved with peer learning groups,
  3. assist teachers and other educational staff as well as the educational authorities and administration in education, implementing and promoting the idea of peer learning groups in their areas of work.

By ripple effect this method could spread into more general use in other groups and activities where peer support might help people find more effective ways to deal with learning tasks at hand.

The project partners will train coaches to act as resource persons for peer learning groups according to their respective contexts ranging from universities to NGOs and even prisons. The seminars organised in connection with the project meetings turn also to the general public.

The side product of the project is to allow the project partners themselves experience the peer learning method in the project planning discussions and meetings. The project partners will train coaches to act as resource persons for peer learning groups according to their respective contexts ranging from universities to NGOs and even prisons. The seminars organised in connection with the project meetings turn also to the general public.

The side product of the project is to allow the project partners themselves experience the peer learning method in the project planning discussions and meetings.

Rationale

In no European country is the problem of dyslexia properly tackled either in education of children or especially among adults in working life or in adult education proper. Working life today includes learning new ways and new technics, even training for new jobs. It is advisable for both learners and trainers to find the best possible ways for each to learn. Peer learning groups help in this process, but it also needs coaches for the groups to function as optimally as possible.

There are dyslexic adults in all walks of life, from university students and teachers to shop floor and to prisons. Yet all the people learn. All the people benefit from other people's experiences. They also benefit from getting more conscious of their own ways of learning, being able to reflect on it. In peer learning groups they are able to do that, besides learning some subject matter. Peer learning groups need a coach, a person in the group who knows a bit more about learning processes, and may be able to offer some explanation and show a way out of a problem, without having the role of a teacher.

The peer learning group method has been tried out and found working. We now wish to see if it could be adjusted and implemented in other contexts in Europe.

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Last changed at: March 30th 2016