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ERIC Number: EJ984049
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1356-2517
Lecturer Perspectives on Dyslexia and Dyslexic Students within One Faculty at One University in England
Cameron, Harriet; Nunkoosing, Karl
Teaching in Higher Education, v17 n3 p341-352 2012
The aim of this study was to explore lecturers' experiences with and perspectives on dyslexia and dyslexic students to inform the wider debate about the issues of dyslexia support in higher education. Data were collected and analysed using an abbreviated constructivist grounded theory method. Participants were categorised as "positive", "neutral"; or "negative" in attitude towards dyslexia and dyslexic students; and "active", "passive" or "resistant" in approach to support for dyslexic students. Attitude was found to inform approach to support, and vice versa. Personal and meaningful experience with people who have the dyslexia label was identified as the catalyst for genuine interest in the challenges dyslexic students face at university, and as the stimulus for an active approach to support. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)