Participation and experiences of students with dyslexia in higher education: a literature review with an Australian focus

MacCullagh, Lois

doi:10.1080/19404158.2014.921630

Cited by 17 publications

(12 citation statements)

References 68 publications

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“…In further support of this, dyslexics are naturally dominant in using their right-brain abilities which means they are invaluable to the future technologically advanced society [49]. Finally, a literature review proposes that strengths of dyslexia include high level reasoning, critical thinking skills, excellent problem solving skills, deep approached to learning, lateral thinking, determination and resilience [50].…”

Section: Global Journal Of Intellectual and Developmental Disabilitiesmentioning

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: Global Journal Of Intellectual and Developmental Disabilitiesmentioning

confidence: 99%

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

Kannangara

2018

GJIDD

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“…Third, in accordance with previous studies, our study shows that students with dyslexia are not always enabled by universities to show their knowledge, understanding and skills and to grow within the educational system. Due to English‐taught study programmes, staff with insufficient knowledge and understanding of dyslexia, poor coordination and communication about legislation and how to request for additional facilities, assessment practices that are not diverse enough and examination boards that are slow or unwilling to make adjustments (MacCullagh, 2014; Olofsson et al, 2012; Pino & Mortari, 2014). Enabling factors that help students with the processing of information are recorded lectures as alternative source of information and clear information about the study programme in course manuals (Olofsson et al, 2012; Pino & Mortari, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Also coping with feelings of being different from other students and underachievement is challenging for students (Cameron, 2016; C. Carter & Sellman, 2013; MacCullagh et al, 2016; Pirttimaa et al, 2015). Challenges at an institutional and staff level include current assessment practices that are not diverse enough to reflect students' understanding or knowledge, poor communication about available resources, staff with a lack of knowledge and awareness of dyslexia, and staff who is slow or unwilling to make appropriate adjustments (MacCullagh, 2014; MacCullagh et al, 2016; Pino & Mortari, 2014). International studies show that students with dyslexia are more likely than their peers to discontinue their studies in the first or second year of college or university (Richardson & Wydell, 2003; Stampoltzis & Polychronopoulou, 2008).…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2023

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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.

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“…Unfortunately, research also shows that while participation and enrolment rates have increased, drop-out rates are high and graduation rates are low for postsecondary students with disabilities, and in particular those with learning disabilities (Denhart 2008;Lightfoot, Janemi, and Rudman 2018). The high drop-out rate could be attributed to a universal lack of understanding, awareness and support of disabilities in the higher education context (MacCullagh 2014). Due to the increased enrolment figures globally, it is imperative that universities accommodate the academic needs of students with dyslexia.…”

Section: Introductionmentioning

confidence: 99%

The dyslexic student’s experience of education

Thompson¹

2021

SAJHE

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This article explores the lived experiences of students with dyslexia at public universities. The researcher conducted a qualitative phenomenological study using Interpretative Phenomenological Analysis and collected data via semi-structured, in-depth interviews from university students who have all been formally diagnosed with dyslexia. Three main themes emerged from the data: (1) barriers to learning (2) coping strategies employed by dyslexic students, and, (3) the support offered by university structures. The findings indicated that dyslexic students experience a significant amount of anxiety at university, and this is often linked to the lack of societal awareness of dyslexia by academic staff. The findings also revealed that although dyslexic students face barriers to learning that they must overcome, they are equipped with selftaught coping mechanisms. The main conclusion that can be drawn from this study is that if dyslexic students receive the necessary and appropriate support, they can be as successful as their non-dyslexic peers.

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Participation and experiences of students with dyslexia in higher education: a literature review with an Australian focus

Cited by 17 publications

References 68 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

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

The dyslexic student’s experience of education

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