Making a Difference: Dyslexia and Social Identity in Educational Contexts

Jacqueline Caskey, Peter Innes, Geoff P. Lovell

Research output: Contribution to journalJournal Article

Abstract

Dyslexia is known as a Learning Disability (LD), a reading disability and a neurological disability; yet there is confusion about dyslexia and the associated support required in learning. Challenges are experienced by adult students with dyslexia in both social and organisational contexts. This study explored the life experiences of adult students with dyslexia, in Technical and Further Education (TAFE) Colleges in Australia. The shift from a prior negative self-perception to a current positive social identity in adult students with dyslexia can be developed through key supporting relationships and interactions in educational institutions.
Original languageEnglish
Pages (from-to)73-88
Number of pages16
JournalSupport for Learning
Volume33
Issue number1
DOIs
Publication statusPublished - 1 Feb 2018
Externally publishedYes

Fingerprint

dyslexia
disability
technical education
further education
student
educational institution
learning disability
self-image
interaction
learning
experience

Keywords

  • adult education
  • dyslexia
  • relationships
  • social identity

Cite this

Caskey, Jacqueline ; Innes, Peter ; Lovell, Geoff P. / Making a Difference: Dyslexia and Social Identity in Educational Contexts. In: Support for Learning. 2018 ; Vol. 33, No. 1. pp. 73-88.
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Making a Difference: Dyslexia and Social Identity in Educational Contexts. / Caskey, Jacqueline; Innes, Peter; Lovell, Geoff P.

In: Support for Learning, Vol. 33, No. 1, 01.02.2018, p. 73-88.

Research output: Contribution to journalJournal Article

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