The number of students entering higher education in the UK has increased over the last few years due to the previous Labour Government directives to widen participation to a range of socially disadvantaged and/or under-represented groups. Dyslexic students form the largest single group of minority students currently entering higher education. However, there are ongoing challenges in identifying and supporting dyslexic students as there no obligation for students to report specific learning needs before or after they enter higher education. A small-scale educational research study was undertaken during 2012- 2013 to investigate whether there may be delays in the reporting of dyslexia in learners once they commence higher educational study. The day-to-day working experiences of four staff based at a learning services department in one UK university were explored. Methodology involved adopting a qualitative exploratory design using digitally recorded semi-structured interviews and a snowball sample. Interview data was analysed using thematic analysis. The key findings of the study indicated that dyslexia was more likely to be reported in the second and third year of a student’s higher educational journey. A number of reasons were proposed such as the maintaining of a non-disabled student identity, financial and/or time constraints or consciously and strategically deciding when to disclose dyslexia to improve final degree classifications. A number of further recommendations are made to enhance inclusive learning and teaching practices.
|Published - 21 Dec 2015
|Are there delays in the initial reporting of dyslexia in Higher Education learners? An exploratory study - Edge Hill University, Ormskirk, United Kingdom
Duration: 5 Jun 2013 → 6 Jun 2013
|Are there delays in the initial reporting of dyslexia in Higher Education learners? An exploratory study
|5/06/13 → 6/06/13