Classroom learning : perceptions of University students with a profile of dyslexia

Abstract

This dissertation aimed to raise awareness on how the learning experience of students with dyslexia is being impacted by the educational system. Five university students with such a profile were interviewed in order to explore their experiences during compulsory schooling. The research question begged a qualitative methodology, using Thematic Analysis. Individual audio-recorded, semi-structured interviews were used as the data collection tool. These were later transcribed verbatim for analysis. From these experiences, four major themes emerged; diagnosis, support, differentiation, and personal view on dyslexia. Each theme had subordinate themes relevant to the participants' experience. The themes were discussed with relevant literature. The participants’ voices support the idea that the educational system is not catering to everyone's needs and that students should be treated with equity. Recommendations for educational policies include programmes to raise awareness programmes about Learning Disabilities and more training courses that would help educators to identify early symptoms of these profiles. Another recommendation is to increase public awareness through talks and discussions. Participants noted that such events should include dyslexic students themselves in order to share their experience with others.