Recently identified university students navigate dyslexia
Loveland-Armour, Lorraine Anne (2018) Recently identified university students navigate dyslexia. Journal of Applied Research in Higher Education, 10 (2). pp. 170-181. ISSN 2050-7003
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Abstract
Purpose - The purpose of this paper is to capture students’ understandings of dyslexia as a component of identity. Specifically, the journey that students embarked on in order to contribute to self-understanding of learning and how dyslexia contributes to these experiences was examined. Design/methodology/approach - This qualitative case study explored concepts of social identity theory, how students understood their dyslexia and whether or not labelling theory informed students’ identities through an arts-based phenomenological lens. Eight university students participated in a brief survey, a semi-structured interview and created artefacts representing their dyslexia, which facilitated dialogue about their individual experiences in a higher education context. Findings - Interpretive phenomenological analysis revealed that student participants associated strongly with the identity of dyslexia; however they did not consider themselves to be part of a dyslexic group. They also discussed different routes that informed their decisions to undergo diagnostic assessments for dyslexia. Students did not report dyslexia identity as a label. Nonetheless, the students expressed that creating an artefact supported them to better understand and communicate their dyslexia. Originality/value - Although visual methods are increasingly prevalent in educational research, they are not typical in the field of dyslexia in higher education. This research therefore engaged students in active self-reflection which provided valuable insight into the nature and diversity of the experiences that can emerge from identification of dyslexia at university.
| Item Type: | Article |
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| Additional Information: | This is the accepted manuscript of the following article published by Emerald © 2018: Lorraine Anne Loveland-Armour, (2018) "Recently identified university students navigate dyslexia", Journal of Applied Research in Higher Education, Vol. 10 Issue: 2, pp.170-181, https://doi.org/10.1108/JARHE-04-2017-0033 |
| Divisions: | Faculty of Education > Department of Education, Multi-professional Practice and Early Childhood |
| Depositing User: | Jane Faux |
| Date Deposited: | 24 Apr 2018 10:44 |
| Last Modified: | 24 Apr 2018 10:44 |
| URI: | https://newman.repository.guildhe.ac.uk/id/eprint/17221 |
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