Little research has been conducted, understanding the impact of educational-inclusion and workplace anti-discriminatory policies on livedexperiences of people with dyslexia. This paper consequently analyses qualitative-biographical accounts of 15 adults with dyslexia; applying the social relational model of disability to conceptualise these. Findings illustrate, the embodied-experiences of dyslexia defined within a disabling-educational system and discriminatory-workplace; culminating in psycho-emotional impact on participant's self-esteem leading them to pathologise experiences of failure through an individualistic deficitexplanation of self. The article concludes suggesting these livedexperiences must be acknowledged in education to develop inclusive practices adequately preparing individuals for adulthood, not just for the workplace.
Do w nlo a d e d fro m: h t t p://s u r e . s u n d e rl a n d . a c . u k/id/ e p ri n t/ 1 2 2 0 3/ The impact and measure of adverse childhood experiences: Reflections of undergraduates and graduates in England
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