Experiences of Dyslexia and the Transition to University: A Case Study of Five Students at Different Stages of Study

Autor/inn/en	O'Byrne, Ciara; Jagoe, Caroline; Lawler, Margaret
Titel	Experiences of Dyslexia and the Transition to University: A Case Study of Five Students at Different Stages of Study
Quelle	In: Higher Education Research and Development, 38 (2019) 5, S.1031-1045 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Byrne, Ciara) ORCID (Jagoe, Caroline) ORCID (Lawler, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1602595
Schlagwörter	Dyslexia; Foreign Countries; Student Adjustment; Undergraduate Students; Student Attitudes; Self Efficacy; Barriers; Academic Achievement; Students with Disabilities; Self Advocacy; Resilience (Psychology); Learning Strategies; Ancillary School Services; Secondary School Students; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Schulleistung; Disability; Disabilities; Behinderung; Selbstbehauptung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sekundarschüler
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01