Experiences of dyslexia and the transition to university: a case study of five students at different stages of study. Issue 5 (29th July 2019)

• Record Type: Journal Article
• Authors: O'Byrne, Ciara; Jagoe, Caroline; Lawler, Margaret
• Is Part Of: Higher education research & development. Volume 38:Issue 5(2019)
• Page Start: 1031
• Page End: 1045
• Publication Date: 2019-07-29
• Subjects: Disability -- dyslexia -- higher education -- identity -- students -- transition; Education, Higher -- Australia -- Periodicals; 378.94
• DOI: 10.1080/07294360.2019.1602595
• Languages: English
• ISSNs: 0729-4360

Abstract

ABSTRACT: Dyslexia is a common specific learning difficulty. In higher education two models of disability are prevalent, 'disorder' and 'difference', which each differentially conceptualise dyslexia and the nature of supports required. A lack of research has been undertaken in Ireland regarding students' experience of dyslexia, and the move from second to third level education. A greater understanding of the challenges encountered is necessary to inform provision of resources to help students with dyslexia excel in higher education. Semi-structured interviews were completed with four undergraduate students and one postgraduate student with a diagnosis of dyslexia to explore their experiences of transitioning into university. Thematic analysis revealed four common themes: dyslexic identity, self-advocacy, transition experiences, and future advice. Various difficulties were identified regarding lack of appropriate academic resources, inconsistencies between supports provided in secondary and third level education, and low self-confidence which serves as a barrier to success. However, strengths including self-directed learning techniques and communication and self-advocacy skills were also evidenced, supporting a 'difference' view of dyslexia. The findings highlight the need to re-evaluate the current academic service provisions, in alignment with a model of dyslexia that allows individualisation and enables students, as opposed to disabling them.