Exploring support for dyslexic adults in the English workforce: lessons learnt from the story of an adult dyslexia group

Bell, Sheena

doi:10.1111/j.1467-9604.2009.01402.x

Cited by 5 publications

(7 citation statements)

References 8 publications

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“…Qualitative research has demonstrated that individuals with dyslexia utilise numerous coping strategies in managing the challenges and difficulties they face as a result of their dyslexia [51,52]. Correspondingly, it would be a worthwhile pursuit to support individuals with dyslexia to change their attribution style from pessimistic to optimistic [53].…”

Section: Coping With Dyslexiamentioning

confidence: 99%

Not All Those Who Wander are Lost: Examining the Character Strengths of Dyslexia

Kannangara

2018

GJIDD

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The number of students and people with dyslexia and other learning differences has been steadily increasing in recent years. This has led to an accompanying need for additional support for people with dyslexia. Whilst acknowledging that support is vital for people with dyslexia, it is also important to identify the strengths that people with dyslexia have that help individuals flourish. For many years, dyslexia research has been more pre-occupied in exploring the problems faced by people with dyslexia. This study attempts to explore the strengths of people with dyslexia. This quantitative study looked at 89 people with dyslexia [N=89] from the UK and USA. Using the Values in Actions Character Strengths Inventory, participants were given the opportunity to explore their signature strengths. The survey was hosted on a specially designed Dyslexia friendly website. The length of the survey at 240 questions may have proved a deterrent for some respondents, many of who gave up half way through. From the results of those who completed the survey the main signature strengths for people with dyslexia are, Curiosity, Fairness, Kindness, Judgement, Honesty, Leadership and Humour. Comparisons were made between the sample of people with dyslexia and with wider general population surveys. Addressing the strengths of people with dyslexia is as important as looking at their problems and difficulties. The authors feel there is a need for a shorter measure of character strengths that could be used in future research.

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Section: Coping With Dyslexiamentioning

confidence: 99%

Not All Those Who Wander are Lost: Examining the Character Strengths of Dyslexia

Kannangara

2018

GJIDD

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“…However, less attention has been focused on the process of dyslexic adults entering the workforce [ 21 ]. Additionally, while legislative policies in Australia and overseas have been developed to protect people with dyslexia from discrimination [ 22 , 23 , 24 , 25 , 26 ], a commitment to those with dyslexia in workplaces has not been as well established [ 24 , 27 ].…”

Section: Introductionmentioning

confidence: 99%

“…Various authors [ 1 , 24 , 31 , 32 ] reinforce the importance of training to be offered to employers and their leadership teams to improve their knowledge of dyslexia. It appears from the research that without a coordinated effort from employers, managers, workplace leaders and human resources staff to provide accommodations and adjustments, employees with dyslexia are likely to struggle to complete designated work tasks [ 24 , 30 , 32 ].…”

Section: Introductionmentioning

confidence: 99%

“You Don’t Look Dyslexic”: Using the Job Demands—Resource Model of Burnout to Explore Employment Experiences of Australian Adults with Dyslexia

Wissell

Karimi

Serry

et al. 2022

IJERPH

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Background: Employment and job security are key influences on health and wellbeing. In Australia, little is known about the employment lifecycle of adults with dyslexia. Materials and Methods: Using a qualitative research design, this study sought to explore the experiences faced by adults with dyslexia seeking and retaining employment. In-depth interviews were conducted with a cohort either currently or previously in the labour market. We used the Job Demands Resource Model of Burnout (JD-R Model) to explore links between workplace characteristics and employee wellbeing. Deductive content analysis attained condensed and broad descriptions of participants' workplace experiences. Results: Dyslexic adults (n = 14) participated; majority employed part/full-time and experienced challenges throughout their employment; exhaustion and burnout at work were reported, also fear and indecision about disclosure of dyslexia. A minority reported receiving positive, useful support from team members following disclosure. Conclusion: The JD-R Model provided a guiding framework. We found participants experienced a myriad of challenges that included risk of mental exhaustion, discrimination, limited access to support and fatigue, leaving them vulnerable to job burn-out. Dyslexia does not have to be a major barrier to success in any occupation. Yet, when in supportive, informed workplace environments, employees with dyslexia thrive.

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“…Thus, instructors, learning strategists, and others working with adolescents and university students with RD should consider how to complement the development of learning strategies and skills with coaching on ways to seek out resources and encourage the development of a range of social ties on and off campus. Furthermore, little workplace support is available for adults with RD (Bell, 2009). Building a foundation of supports during postsecondary education may help transfer supports to activities after graduation.…”

Section: Discussionmentioning

confidence: 99%

How University Students With Reading Difficulties Are Supported in Achieving Their Goals

et al. 2013

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We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university students with RD who were currently completing or had recently completed a university degree. Results showed that university students with RD named friends, parents, and significant others (e.g., boy/girlfriend, spouse) as social ties most often. Personal social ties were developed through social media networking sites and within close relationships, and institutional social ties through academic centers and university general services, among others. Resources mobilized among personal and institutional social ties included emotional and social support, advice and planning, writing and studying help, and goal setting. Institutional social ties also afforded job search assistance, accommodations, skill development, financial support, and mental health services. Finally, the status of employed, but not student, social ties explained academic achievement.

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Exploring support for dyslexic adults in the English workforce: lessons learnt from the story of an adult dyslexia group

Cited by 5 publications

References 8 publications

Not All Those Who Wander are Lost: Examining the Character Strengths of Dyslexia

Not All Those Who Wander are Lost: Examining the Character Strengths of Dyslexia

“You Don’t Look Dyslexic”: Using the Job Demands—Resource Model of Burnout to Explore Employment Experiences of Australian Adults with Dyslexia

How University Students With Reading Difficulties Are Supported in Achieving Their Goals

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