An interpretative phenomenological analysis investigation into the subjective experience of being diagnosed with dyslexia in adulthood
Abstract
A large number of adults remain unaware that the difficulties they encounter may be related to dyslexia. Diagnosing dyslexia in adulthood may provide the means to reasonable accommodation to help in areas of difficulties but may also impact on the individual’s sense of self. To date, little research attention has been paid to idiographic experiences of adulthood diagnosis of dyslexia and subsequent adjustment issues related to the diagnosis. The aim of this study is to develop indepth understandings on subjective conceptualisations, meaning making and adjustments issues to the experience of adulthood diagnosis of dyslexia. Semistructured interviews were conducted with seven individuals diagnosed with dyslexia in adulthood to explore this experience. Interviews were analysed using Interpretative Phenomenological Analysis (IPA) from which five superordinate themes emerged: ‘De-constructing the past to make sense of the present’, ‘Roller coaster of emotions to dyslexia and diagnosis’, ‘Stigma, stereotypes and stereotypical attitudes towards dyslexics’, ‘The Paradox of self-disclosure’ and ‘Support following dyslexia diagnosis’. These superordinate themes, with their associated subordinate themes, are expanded into a narrative account of adults’ experiences. The findings revealed that adulthood diagnosis of dyslexia entailed a range of experiential processes that culminated to ‘identity transformation’. These findings can help in deepening understandings of the effect of adult dyslexia diagnosis on identity; contribute to existing practices in counselling psychology, educational institutions and employment agencies providing supportive services for individuals with dyslexia. Keywords: Dyslexia, dyslexia diagnosis, adulthood, adult dyslexia, dyslexic experience, diagnosing dyslexia in adults, dyslexia disclosure, dyslexia and impact and dyslexia support.Type
Thesis or dissertationLanguage
enDescription
A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton For the award of Professional Doctorate in Counselling Psychology.Collections
The following license files are associated with this item:
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States
Related items
Showing items related by title, author, creator and subject.
-
To investigate and then develop an ICT innovation to support students who are dyslexic when applying for Disabled Students’ Allowance (DSA), thus enabling them to be more independentThis project is in response to research carried out in 2007 with students who are dyslexic. This research investigated the barriers experienced by students in higher education who are dyslexic when accessing the Disabled Students’ Allowance. Reference is made to their comments throughout the text. The research identified one of the areas that they find difficult. This was the form they need to use to apply for the Disabled Students’ Allowance. The innovation has been designed to support this difficulty. An important thread running through the whole of this project is to help the student who is dyslexic to be in control, to feel valued and so to improve confidence and self-esteem.
-
Dyslexia: a holistic review of the strengths and difficultiesThe field of dyslexia has often been subject to controversy and contradictions, whether this has been through media reports of reported cures or through the ongoing debate about whether dyslexia exists. This paper will explore the evidence for co-ocurring syndromes to demonstrate how dyslexia can be seen as part of a wider spectrum of specific learning difficulties. The social model of dyslexia will also be examined, which emphasises the role of society in limiting those with specific learning difficulties as well as recognising the talents and strengths that are often present. The possibility of unifying these theories to provide a coherent understanding of specific learning difficulties will also be explored.
-
Dyslexic learners and learning centre provision - could do better?Learning Centre staff at the University of Wolverhampton generally have good awareness of disability issues and try to ensure services and facilities are accessible to a wide range of users. However, little work had been done directly with users to explore their views of our services and the problems they might face when using them. The research targeted dyslexic learners as the University has a relatively large population of students with this disability. In addition many of our services rely on an ability to cope with printed and electronic information and these might pose particular problems for users with dyslexia. The services might include apparently simple elements such as guides to particular Learning Centres through to more complex examples including the subject web pages and information skills workshops.
