An exploration of dyslexic university students' experiences of dyslexia and education
Coward, Kate Alice
Cardiff Metropolitan University
MetadataShow full item record
Background: Disabled students are under-represented within further education (Madriaga, 2007) and dyslexia is thought to be the most common learning disability in the UK (Shaywitz & Shaywitz, 2005). It has been shown that dyslexic students suffer increased negative feelings towards education compared to students without the condition, (Arnold et al., 2005; Carroll & Iles, 2006; Hellendoorn & Ruijssenaars, 2000; Ingesson, 2007a). The majority of research into dyslexic students at university uses quantitative research methods leaving a gap within qualitative research. Aim: The aim of the study was to conduct qualitative research exploring dyslexic university students‟ experiences of dyslexia and education. Method: A qualitative approach was adopted by using semi-structured interviews for five participants asking about their experiences of all education whilst having dyslexia. After transcription, Interpretative Phenomenological Analysis (IPA) was used to analyse the data and create superordinate themes. Results: Four main superordinate themes were developed from the transcripts after detailed analysis. These were; diagnosis as a negative experience, dyslexia: the experience of a social construct, learning to live with dyslexia, and the paradoxical experience of support. Conclusions: The experience of diagnosis was perceived as negative by participants throughout many aspects which caused feelings of low self-esteem. Dyslexia was seen as a social construct which caused participants to think about what dyslexia means within society. Growing up as dyslexic had a wide array of positive and negative impacts on participants but acceptance of the condition helped them stay positive. The support received by participants was imperative to their success within education, it impacted them physically and emotionally, however, participants pointed out flaws within the support given by institutions which could be improved. A serious concern of participants was their status of future employability whilst having dyslexia; this could be a new area of research to be undertaken.
BSc (Hons) Psychology
Showing items related by title, author, subject and abstract.
An exploration of dyslexic students’ perceptions of their own personal learning styles in relation to conventional teaching methods Davies, Laura (Cardiff Metropolitan University, 2017-06-01)Existing literature into the learning experience of dyslexic students accepts the notion that dyslexic learning styles differ from those of non-dyslexic students and typically deviate from conventional teaching methods. ...
Howell, Toni Kristina (2013)Background: Dyslexia is defined by a poor reading ability but also involves other cognitive problems (Szmalec et al. 2011). Recent literature put forward by Szmalec et al. 2011) suggests that the root cause of dyslexia is ...
O'Hara, Catherine (2013)Disability legislation and the widening of participation to a greater diversity of students requires that universities meet the needs of a growing number of students disclosing dyslexia. Previous research has shown that ...