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Dyslexic students in Higher Education: a psychological study

Wendy Carter

The University of Sheffield- Department of Psychology / Sheffield Regional ACCESS Centre jos.carter@talk21.com

Abstract

Despite the growing numbers of dyslexic students entering higher education and hence a need for appropriate and workable support mechanisms, there has been scant exploration of the experience of dyslexic students within the present system. My main concern throughout this talk is the ways in which dyslexic students in higher education 'manage' their courses, and any implications that being dyslexic has in relation to this. Drawing on the findings of my thesis, a mixed method approach was employed throughout incorporating both qualitative and quantitative methodology. Initially qualitative methods were employed in order to engage with 'users' (dyslexic students); to gain an awareness of the issues raised. Secondly, quantitative methods were employed (drawing upon the findings of study one) with the production of a questionnaire, in order to acquire a wider understanding of the issues concerned. The findings from the studies are offered to build a picture of 'what it is like' to study in higher education as a dyslexic student, thereby presenting ways forward for enhancing/developing policy and practice.

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