The Perceptions of Teachers, Principals and Central Office Administrators in Regard to Educational Practices for Students with Dyslexia

Kempf, S. B. (2015). The perceptions of teachers, principals, and central office administrators in regard to educational practices for students with dyslexia. Unpublished research retrieved here.

Jones, S. M. & Lesaux, N. K. (2013). Supporting adults to support young children: A study of three parent and educator-focused initiatives to support young children. Robert Wood Johnson Foundation. Retrieved here.

Caldarella, P., Page, N. W., & Gunter, L. (2012). Early childhood educators’ perceptions of Conscious Discipline. Education, 132(3), 589-599.

This article summarizes interviews conducted with school staff who use Conscious Discipline with students with dyslexia. Participants were asked about behavioral problems students with dyslexia had displayed and the methods used to support these students’ emotional needs. All participants reported that Conscious Discipline strategies played a major role in supporting the emotional needs of their students with dyslexia. 

Type of report: Independent research project, case study


All participants reported that the use of Conscious Discipline played a major role in supporting the emotional needs of their students with dyslexia.


Summary: A total of 20 interviews were conducted in four elementary schools and two middle schools. Principals, a classroom teachers, dyslexia and intervention teachers, and office administrators were interviewed. All participants reported that the use of Conscious Discipline played a major role in supporting the emotional needs of their students with dyslexia. Additionally, participants identified the use of specific Conscious Discipline structures including classroom jobs, encouragement and the Safe Place Self-Regulation Center as being of benefit.

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