Factors contributing to realizing valuable goals of students with dyslexia in higher education

Abstract

When students with dyslexia enter higher education, studying often creates challenges at different levels. Universities differ in the way they facilitate students with dyslexia in their educational careers. This study focusses on studying with dyslexia from a value‐driven perspective. The aim of the study is to investigate valuable goals of students with dyslexia in higher education and the conversion factors that are stimulating and inhibiting in the realization of these valuable goals. Data were collected during focus groups: five focus groups of students with dyslexia (23 participants) and two focus groups of student counsellors (10 participants). Important values for students are their personal development and to prove they can succeed at university level. Not all students are able or being enabled to show their knowledge and skills and to grow within the educational system. Different personal and environmental factors are described that inhibit or facilitate the realization of valuable goals. The results are presented from two perspectives: of students and student counsellors. The implications of the results and guidelines for future research are discussed.

Atención a las personas con dislexia en la formación universitaria: recomendaciones a nivel institucional y de práctica docente

“…En general, las dificultades experimentadas por el estudiantado con dislexia en la universidad son numerosas y variadas (ver MacCullagh et al 2017;Mortimore y Crozier, 2006;Olofsson et al, 2015;Rolak et al, 2023;Tops et al, 2023). Este estudiantado manifiesta dificultades en aspectos tan relevantes para el éxito académico como los siguientes:…”

“…Mortimore y Crozier (2006) observaron tan solo dos propuestas compartidas por más de la mitad de las diecisiete universidades que participaron en su estudio. Mostramos a continuación un resumen de las medidas que documenta la bibliografía (Beckett y Darnell, 2020;Cameron et al, 2018;MacCullagh et al 2017;Mortimore y Crozier, 2006;Olofsson et al, 2012;Rolak et al, 2023;Taylor et al, 2009):…”