Garden, AS (2016) The impact of a diagnosis of dyslexia on the self-esteem, coping strategies and perceived academic achievement of undergraduate students at one northwest university. In: Liverpool John Moores University Teaching & Learning Conference, 15th - 16th June 2016, Liverpool, UK.

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Abstract

Despite dyslexia being the most common specific educational disorder for children in the UK today (British Dyslexia Association, 2015), the different ways in which dyslexic students cope has received little attention. This study aimed to explore the self-esteem, coping strategies and perceived academic achievement of undergraduate students with a recognised diagnosis of dyslexia at one northwest university. Semi-structured interviews building on the categories provided in a previous similar study carried out by Gibson and Kendall (2010) found, through a thematic analysis of the data, several key themes. Key themes found in this study included stage of diagnosis, impact of dyslexia on self-esteem, family reactions to dyslexia, school experiences for dyslexic pupils, the social and emotional impact of dyslexia, positive experiences at university, experiences of friendships for dyslexic students, additional struggles linked to dyslexia and strategies employed. Students’ experiences of utilising the university support services were also explored, which were both positive and negative in nature. Recommendations for practice include training for academic staff on dyslexia awareness and identify the need for good practice within teaching sessions. Providers of higher education should also seek to provide environments where the disclosure of dyslexia is encouraged.

Item Type:	Conference or Workshop Item (Poster)
Uncontrolled Keywords:	dyslexia; self-esteem; coping strategies; student
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LC Special aspects of education
Divisions:	Education
Publisher:	LJMU
Date Deposited:	03 May 2018 11:32
Last Modified:	14 Apr 2022 16:02
URI:	https://researchonline.ljmu.ac.uk/id/eprint/8616

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