TY - BOOK

T1 - An exploration of the educational experiences of dyslexic school-aged students

AU - Morgan, Linsey

PY - 2020

Y1 - 2020

N2 - This research aims to develop knowledge of dyslexia from the subjective experiences of dyslexic students currently attending mainstream, state schooling in England. As the importance of identifying dyslexia early within a student’s schooling, to prevent educational failure, is generally agreed (Rose 2009) research within the field of dyslexia remains predominantly concerned with neurological and cognitive studies of causation, identification, and remediation. Consequently, to date, there is limited research designed to gain an understanding of dyslexia through the lived experiences of dyslexic individuals. The current research draws upon twenty-one school-aged students and explores their lived experience of being identified and labelled as dyslexic and the effects of dyslexic difficulties within their schooling. The research was guided by the interactional approach to disability (Shakespeare 2014). The research was guided throughout by a qualitative approach to data collection. The data was derived using a digital communication aid entitled ‘Talking Mats’ and follow-up semi-structured interviews. The dyslexic students who participated in this research came from one mainstream state secondary school and three mainstream state primary schools in England. The data collected was analysed using thematic analysis and three overarching themes emerged. These were: Diagnosis, dyslexic students’ experiences of the process of being identified and labelled as dyslexic, Dyslexia, the difficulties experienced by dyslexic students in the classroom and Discrimination, dyslexic students’ experiences of discrimination and the effects within schooling. The students’ experiences suggest that regardless of the age of being identified and labelled as dyslexic, the experience of the assessment process remained a challenging experience, that did not aid their understanding of dyslexia. Despite their diagnosis, the students continued to experience a range of difficulties predominantly with reading, spelling, and handwriting. Although the students requested the use of reasonable adjustments to lessen their difficulties this was often denied. This research highlighted a multitude of barriers these dyslexic students experienced within school, for example, discrimination, humiliation, and punishments.

AB - This research aims to develop knowledge of dyslexia from the subjective experiences of dyslexic students currently attending mainstream, state schooling in England. As the importance of identifying dyslexia early within a student’s schooling, to prevent educational failure, is generally agreed (Rose 2009) research within the field of dyslexia remains predominantly concerned with neurological and cognitive studies of causation, identification, and remediation. Consequently, to date, there is limited research designed to gain an understanding of dyslexia through the lived experiences of dyslexic individuals. The current research draws upon twenty-one school-aged students and explores their lived experience of being identified and labelled as dyslexic and the effects of dyslexic difficulties within their schooling. The research was guided by the interactional approach to disability (Shakespeare 2014). The research was guided throughout by a qualitative approach to data collection. The data was derived using a digital communication aid entitled ‘Talking Mats’ and follow-up semi-structured interviews. The dyslexic students who participated in this research came from one mainstream state secondary school and three mainstream state primary schools in England. The data collected was analysed using thematic analysis and three overarching themes emerged. These were: Diagnosis, dyslexic students’ experiences of the process of being identified and labelled as dyslexic, Dyslexia, the difficulties experienced by dyslexic students in the classroom and Discrimination, dyslexic students’ experiences of discrimination and the effects within schooling. The students’ experiences suggest that regardless of the age of being identified and labelled as dyslexic, the experience of the assessment process remained a challenging experience, that did not aid their understanding of dyslexia. Despite their diagnosis, the students continued to experience a range of difficulties predominantly with reading, spelling, and handwriting. Although the students requested the use of reasonable adjustments to lessen their difficulties this was often denied. This research highlighted a multitude of barriers these dyslexic students experienced within school, for example, discrimination, humiliation, and punishments.

U2 - 10.17635/lancaster/thesis/112

DO - 10.17635/lancaster/thesis/112

M3 - Doctoral Thesis

PB - Lancaster University

ER -