Lecturer perspectives on dyslexia and dyslexic students within one faculty at one university in England

Harriet Cameron · Karl Nunkoosing

45 citations0/0 files storedTeaching in Higher Education

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Disability Education and Employment Reading and Literacy Development Inclusion and Disability in Education and Sport

Abstract

The aim of this study was to explore lecturers' experiences with and perspectives on dyslexia and dyslexic students to inform the wider debate about the issues of dyslexia support in higher education. Data were collected and analysed using an abbreviated constructivist grounded theory method. Participants were categorised as ‘positive’, ‘neutral’ or ‘negative’ in attitude towards dyslexia and dyslexic students; and ‘active’, ‘passive’ or ‘resistant’ in approach to support for dyslexic students. Attitude was found to inform approach to support, and vice versa. Personal and meaningful experience with people who have the dyslexia label was identified as the catalyst for genuine interest in the challenges dyslexic students face at university, and as the stimulus for an active approach to support.

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References

1968The Discovery of Grounded Theory; Strategies for Qualitative Research 1998Basics of qualitative research : techniques and procedures for developing grounded theory 2006Constructing grounded theory : a practical guide through qualitative analysis 2006Constructing Grounded Theory. A Practical Guide Through Qualitative Analysis 1999Persistence of Dyslexia: The Connecticut Longitudinal Study at Adolescence 2004Barriers to learning: a systematic study of the experience of disabled students in one university 2006Working memory functioning in developmental dyslexia 2002Cognitive assessment of dyslexic students in higher education

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2017Exploration of the academic lives of students with disabilities at South African universities: Lecturers’ perspectives 2015The discursive construction of dyslexia by students in higher education as a moral and intellectual good 2018Engaging and training students in the development of inclusive learning materials for their peers 2018UK higher education lecturers’ perspectives of dyslexia, dyslexic students and related disability provision

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