6,380
Views
9
CrossRef citations to date
0
Altmetric
Articles

Learning at school through to university: the educational experiences of students with dyslexia at one UK higher education institution

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon &
Pages 662-683 | Received 12 Feb 2019, Accepted 22 Sep 2020, Published online: 08 Oct 2020

References

  • Alomary, Azza, and John Woollard. 2015. “How is Technology Accepted by Users? a Review of Technology Acceptance Models and Theories.” Proceedings of the IRES 17th International Conference. London. 1–4.
  • Boud, David. 2013. “Introduction: Making the Move to Peer Learning.” In Peer Learning in Higher Education: Learning from & with Each Other., edited by David Boud, Ruth Cohen and Jane. Sampson, 1–21. New York: Routledge.
  • British Dyslexia Association 2018. About the British Dyslexia Association. https://www.bdadyslexia.org.uk/about.
  • Brunswick, Nicola. 2012. “Dyslexia in UK Higher Education and Employment. An Introduction and Overview.” In Supporting Dyslexic Adults in Higher Education and the Workplace, edited by Brunswick Nicola, 1–9. London: Wiley-Blackwell.
  • Cameron, Harriet. 2016. “Beyond Cognitive Deficit: The Everyday Lived Experience of Dyslexic Students at University.” Disability & Society 31 (2): 1–239. doi:10.1080/09687599.2016.1152951.
  • Carroll, Julia, and Jane Iles. 2006. “An Assessment of Anxiety Levels in Dyslexic Students in Higher Education.” The British Journal of Educational Psychology 76 (Pt 3): 651–662. doi:10.1348/000709905X66233.
  • Connelly, Vincent, Sonya Campbell, Morag MacLean, and Jim Barnes. 2006. “Contribution of Lower Order Skills to the Written Composition of College Students with and without Dyslexia.” Developmental Neuropsychology 29 (1): 175–196. doi:10.1207/s15326942dn2901_9.
  • DaDeppo, Lisa. 2009. “Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities.” Learning Disabilities Research & Practice 24 (3): 122–131. doi:10.1111/j.1540-5826.2009.00286.x.
  • Davis, Fred. 1989. “Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology.” MIS Quarterly 13 (3): 319–1003. doi:10.2307/249008.
  • Davis, Fred, Richard Bagozzi, and Paul Warshaw. 1989. “User Acceptance of Computer Technology: A Comparison of Two Theoretical Models.” Management Science 35 (8): 982–1003. doi:10.1287/mnsc.35.8.982.
  • Department for Education 2018. National curriculum assessments at key stage 1 and phonics screening checks in England, 2018. 13 December. https://www.gov.uk/government/publications/phonics-screening-check-and-key-stage-1-assessments-england-2018/national-curriculum-assessments-at-key-stage-1-and-phonics-screening-checks-in-england-2018.
  • Draffan, E. A., David Evans, and Paul Blenkhorn. 2007. “Use of Assistive Technology by Students with Dyslexia in Post-Secondary Education.” Disability and Rehabilitation. Assistive Technology 2 (2): 105–116. doi:10.1080/17483100601178492.
  • Eissa, Mai. 2010. “Behavioural and Emotional Problems Associated with Dyslexia in Adolescence.” Current Psychiatry 17 (1): 17–25.
  • Elliot, Julia, and Elena Grigorenko. 2014. The Dyslexia Debate. New York: Cambridge University Press.
  • Elliot, T., 2008. and, and C. Wilson. The Perceptions of Students with Hidden Disabilities of Their Experience during Transition to Higher Education. South Yorkshire: Aim Higher East of England.
  • Equality Act 2010. Legislation.gov.uk [online]. Accessed 01 04, 2019. http://www.legislation.gov.uk/ukpga/2010/15/contents.
  • Forgrave, Karen. 2002. “Assistive Technology: Empowering Students with Learning Disabilities.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas 75 (3): 122–126. doi:10.1080/00098650209599250.
  • Gibson, Suanne, and Lynne Kendall. 2010. “Stories from School: Dyslexia and Learners' Voices on Factors Impacting on Achievment.” Support for Learning 25 (4): 187–193. doi:10.1111/j.1467-9604.2010.01465.x.
  • Granić, Adrina, and Nikola Marangunić. 2019. “Technology Acceptance Model in Educational Context: A Systematic Literature Review.” British Journal of Educational Technology 50 (5): 2572–2593. doi:10.1111/bjet.12864.
  • Griffin, Edward, and David Pollak. 2009. “Student Experiences of Neurodiversity in Higher Education: Insights from the BRAINHE Project.” Dyslexia (Chichester, England) 15 (1): 23–41. doi:10.1002/dys.383.
  • HESA 2020. Who is studying in HE?: Personal characteristics. February. Accessed August 19, 2020. https://www.hesa.ac.uk/data-and-analysis/students/whos-in-he/characteristics.
  • Hodgkin, Kieran, Scott Fleming, Gary Beauchamp, and Anna Bryant. 2013. “Perception to Reality: Pupils' Expectations and Experiences of the Primary-Secondary School Transition.” Educational Futures 6 (1): 28–40.
  • Larkin, Michael, Simon Watts, and E. Clifton. 2006. “Giving Voice and Making Sense in Interpretative Phenomenological Analysis.” Qualitative Research in Psychology 3 (2): 102–120. doi:10.1191/1478088706qp062oa.
  • Lyon, G. Reid, Sally Shaywitz, and Bennett Shaywitz. 2003. “A Definition of Dyslexia.” Annals of Dyslexia ) 53 (1): 1–14. doi:10.1007/s11881-003-0001-9.
  • Macdonald, Stephen. 2009. “Windows of Reflection: Conceptualizing Dyslexia Using the Social Model of Disability.” Dyslexia (Chichester, England) 15 (4): 347–362. doi:10.10.02/DYS.391.
  • Madriaga, Manuel. 2007. “Enduring Disablism: Students with Dyslexia and Their Pathways into UK Higher Education and Beyond.” Disability & Society 22 (4): 399–412. doi:10.1080/09687590701337942.
  • Martin, N., M. Wray, A. James, E. A. Draffan, and J., and P. Krupa Turner. 2019. Implementing Inclusive Teaching and Learning in UK Higher Education - Utilising Universal Design for Learning (UDL) as a Route to Excellence. Society for Research into Higher Education Project Report.
  • Menéndez-Blanco, María, and Antonella De Angeli. 2016. “Matters of Concern" as Design Opportunties.” COOP 2016: Proceedings of the 12th International Conference on the Design of Cooperative Systems. Trento, Italy. 277–293.
  • Miniukovich, Aliaksei, A. De Angeli, Simone Sulpizio, and Paola Venuti. 2017. “Design Guidelines for Web Readability.” Proceedings of the 2017 Conference on Designing Interactive Systems. Edinburgh, UK: ACM. 285–296.
  • Mortimore, Tilly, and Ray Crozier. 2006. “Dyslexia and Difficulties with Study Skills in Higher Education.” Studies in Higher Education 31 (2): 235–251. doi:10.1080/03075070600572173.
  • Oliver, Mike. 1983. Social Work with Disabled People. Basingstoke: Macmillan.
  • Oliver, Mike. 2004. “The Social Model in Action: If I Had a Hammer.” In Implementing the Social Model of Disability: Theory and Research, edited by Colin Barnes and Geof. Mercer, 18–34. Leeds: The Disability Press.
  • Pino, Marco, and Luigina Mortari. 2014. “The Inclusion of Students with Dyslexia in Higher Education: A Systematic Review Using Narrative Synthesis.” Dyslexia (Chichester, England) 20 (4): 346–369. doi:10.1002/dys.1484.
  • Pollack, David. 2012. “Supporting Higher Education Students Who Are Dyslexic.” In Supporting Dyslexic Adults in Higher Education and the Workplace., by Brunswick Nicola, 59–73. London: Wiley-Blackwell.
  • Ralabate, Patricia. 2011. “Universal Design for Learning: Meeting the Needs of All Students.” The ASHA Leader 16 (10): 14–17. doi:10.1044/leader.FTR2.16102011.14.
  • Riddick, Barbara. 2000. “An Examination of the Relationship between Labelling and Stigmatisation with Special Reference to Dyslexia.” Disability & Society 15 (4): 653–667. doi:10.1080/09687590050058233.
  • Riddick, Barbara. 2001. “Dyslexia and Inclusion: Time for a Social Model of Disability?” International Studies in Sociology of Education 11 (3): 223–236. doi:10.1080/09620210100200078.
  • Riddick, Barbara, Christopher Sterling, Marion Farmer, and Steve Morgan. 1999. “Self-Esteem and Anxiety in the Educational Histories of Adult Dyslexic Students.” Dyslexia 5 (4): 227–248. doi:10.1002/(ISSN)1099-0909.
  • Rose, David, and Anne Meyer. 2007. “Teaching Every Student in the Digital Age: Universal Design for Learning.” Educational Technology Research and Development 55: 521–525. doi:10.1007/s11423-007-9056-3.
  • Sharma, Sujeet Kumar, and Jyotik Kumar Chandel. 2013. “Technology Acceptance Model for the Use of Learning through Websites among Students in Oman.” International Arab Journal of E-Technology 3 (1): 44–49.
  • Siegel, Linda. 2006. “Perspectives on Dyslexia.” Paediatrics & Child Health 11 (9): 581–587. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2528651/. doi:10.1093/pch/11.9.581.
  • Smith, Jonathan. 2015. Qualitative Psychology: A Practical Guide to Research Methods. 3rd. London: Sage Publications.
  • Smith, Jonathan, 2008. and, and Mike Osborn. “Interpretative Phenomenological Analysis.” In Qualitative Psychology: A Practical Guide to Research Methods, edited by J. Smith, 53–80. London: Sage.
  • Tanaka, Hiroko, Jessica Black, Charles Hulme, Leanne Stanley, Shelli Kesler, Susan Whitfield-Gabrieli, Allan Reiss, John Gabrieli, and Fumiko Hoeft. 2011. “The Brain Basis of the Phonological Deficit in Dyslexia is Independent of IQ.” Psychological Science (22) (11): 1442–1451. doi:10.1177/0956797611419521.
  • Thomas, Carol. 1999. Female Forms: Experiencing and Understanding Disability. Buckingham: Open University Press.
  • Thomas, Carol. 2004. “How is Disability Understood? an Examination of Sociological Approaches.” Disability & Society 19 (6): 569–583. doi:10.1080/0968759042000252506.
  • Thompson, Moira. 2008. “Dyslexia and Inclusion in the Secondary School - Cross Curricular Perspectives.” In The SAGE Handbook of Dyslexia, edited by Gavin Reid, Angela Fawcett, Frank Manis and Linda. Siegel, 381–395. London: SAGE Publications.
  • Willig, C. 2001. Introducing Qualitative Research in Psychology: adventures in Theory and Method. Buckingham: Open University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.