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In Episode 64, Carolina interviews Emma Noble who is a final year Psychology student at the University of Glasgow. Emma gives an overview of her final year dissertation project where she explored the lived experience of Higher Education students with a formal dyslexia diagnosis. She goes into detail what the ‘dyslexia label’ means to them, how it is linked to their identity as a person, and what it would mean to lose the label. Emma provides tips for teachers and students, too. Enjoy.
Further resources mentioned in this episode:
References mentioned in this episode:
Barnard-Brak, L., Schmidt, M., Wei, T., Hodges, T., & Baylor, E. R. L. (2014). Providing postsecondary transition services to youth with disabilities: Results of a pilot program. Journal of Postsecondary Education and Disability, 26(2), 135-144.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Loveland-Armour, L. A. (2018). Recently identified university students navigate dyslexia. Journal of Applied Research in Higher Education, 10(2), 170–181. https://doi.org/10.1108/JARHE-04-2017-0033
Pitt, S., & Soni, A. (2017). Students’ experiences of academic success with dyslexia: A call for alternative intervention. Support for Learning, 32(4), 387-405. https://doi.org/10.1111/1467-9604.12182
Valeras, A. B. (2010). We don’t have a box: Understanding hidden disability identity utilizing narrative research methodology. Disability Studies Quarterly, 30(3/4). doi: 10.18061/dsq.v30i3/4.1267