The Impact of Extreme Situations on Students with Dyslexia: Lessons from the Pandemic

Abstract

Background. The state of emergency triggered by Covid-19 has significantly impacted various sectors, with education being one of the most affected. This qualitative study explores the psychosocial and educational repercussions for students with Specific Learning Difficulties (SLD), focusing mainly on those with dyslexia and their families. That is, understand how dyslexic students and their families have experienced their confinement and what psychosocial and educational consequences have derived from this situation. Purpose. To investigate the Covid-19 impact on dyslexic students, identifying specific challenges to improve support strategies. Method. In collaboration with the Extremadura Dyslexia Association (EXADIS) and the Spanish Dyslexia Federation (FEDIS), we developed a 20-item questionnaire to assess perceptions, experiences, and challenges during lockdown. Nineteen families participated, providing relevant data. Results. Students with dyslexia experienced an overload of tasks and significant difficulties in understanding content, which increased their levels of stress and anxiety. Concurrently, positive aspects were identified, such as the strengthening of family bonds and improvement in the quality of shared time. However, the teaching staff detected a lack of coordination in the implementation of curricular adaptations and the appropriate follow-up for these students. Conclusion. These results underline the need for more effective pedagogical strategies and coordinated support to address the educational needs of students with dyslexia in crises.