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Cited by 40Disability Education and EmploymentReading and Literacy DevelopmentDevelopmental and Educational Neuropsychology

Learning at school through to university: the educational experiences of students with dyslexia at one UK higher education institution

Open access
Jacobs, Lisa, Parke, Adrian, Ziegler, Fenja, Headleand, Chris, De Angeli, Antonella·2022·Disability & Society
DOI 10.1080/09687599.2020.1829553
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Abstract

Dyslexia is a specific learning disability affecting 1 in 10 people nationwide. Literature acknowledges the need for greater understanding of the educational needs of learners with dyslexia in UK Higher Education (HE). Research in this field often stems from neuropsychological viewpoints and neglects the perspectives of students. This study was designed to understand the lifelong learning experiences of students with dyslexia. Semi-structured interviews were conducted with fourteen students. Transcripts were analysed using interpretative phenomenological analysis. Three superordinate themes were identified: ‘Managing Feelings of Inferiority’, ‘Adapting to the Learning Environment’, and ‘Experience of Learning Support’. Analysis highlighted the range of challenges students face throughout education. Findings suggest that HE institutions need to be more effective in creating an inclusive learning environment that supports this underrepresented group. This will facilitate a reduction in the social and emotional barriers to learning and educational attainment for this population.Points of interestThis article provides an in-depth understanding of the lifelong learning experiences of students with dyslexia in Great Britain.Students with dyslexia continue to experience social, emotional and academic barriers to learning.University undergraduates and postgraduates with dyslexia find it difficult to adjust to learning in HE but they have developed their own strategies to help.This research found that technology does not always meet the learning needs of individuals with dyslexia, and students in HE often do not use it. Research needs to understand why students are not using technology to support their learning, and determine how to improve it.Students in this study felt that their university needs to improve the learning support services available to them on campus, for example, one-to-one academic support and wellbeing drop-in services should be offered.

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  • Near total reliance on written forms of assessment in many degree programmes is a disproportionate barrier for dyslexic students.

    “Third, considering some of the specific challenges for neurodivergent students, the near total reliance on written forms of assessment in many degree programmes is a disproportionate barrier for dyslexic students (Jacobs et al., 2022).”

    From Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis (2023) · cites this paper as Jacobs et al., 2022

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Authors
Jacobs, L., Parke, A., Ziegler, F., Headleand, C., & De Angeli, A.
Affiliations
  • University of Lincoln (GB)
  • University of the West of Scotland (GB)
  • School of Computer Science, University of Lincoln, Lincoln, UK
  • Faculty of Computer Science, Free University of Bozen, Bolzano, Italy
Corresponding author
Jacobs, Lisa
ORCID
Venue
Disability & Society
Publisher
Informa UK Limited
Published
2020-10-08
Volume
37
Issue
4
Pages
662-683
ISSN
  • 0267-4645 (ISSN-L)
  • 0968-7599
  • 1360-0508
DOI
10.1080/09687599.2020.1829553
OpenAlex
W3092238980
Cited by
40
References
35
Citations by year
2026: 7 · 2025: 7 · 2024: 10 · 2023: 8 · 2022: 7 · 2020: 1
FWCI
5.45
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Disability & Society (publishedVersion)
  • Lincoln Repository (University of Lincoln) (acceptedVersion)
  • Figshare (submittedVersion, cc-by)
  • The UWS Academic Portal (University of the West of Scotland) (submittedVersion, other-oa)
  • Open Research (University of Surrey) (submittedVersion, cc-by)
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords
dyslexia, university students, inclusive learning environment, learning support services, inferiority feelings, assistive technology, academic support, student well-being, student perceptions

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