Making a Difference: Dyslexia and Social Identity in Educational Contexts

Jacqueline L Caskey; Peter Innes; Geoff P Lovell

doi:10.1111/1467-9604.12192

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Making a Difference: Dyslexia and Social Identity in Educational Contexts

Journal article

Peer reviewed

Making a Difference: Dyslexia and Social Identity in Educational Contexts

Jacqueline L Caskey, Peter Innes and Geoff P Lovell

Support for Learning, Vol.33(1), pp.73-88

2018

DOI: https://doi.org/10.1111/1467-9604.12192

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Abstract

Specialist Studies in Education

dyslexia

social identity

adult education

relationships

qualitative research

education & educational research

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.

Details

Title: Making a Difference: Dyslexia and Social Identity in Educational Contexts
Authors: Jacqueline L Caskey (Author) - University of the Sunshine Coast - Faculty of Arts, Business and Law
Peter Innes (Corresponding Author) - University of the Sunshine Coast - Faculty of Arts, Business and Law
Geoff P Lovell (Author) - University of the Sunshine Coast - Faculty of Arts, Business and Law
Publication details: Support for Learning, Vol.33(1), pp.73-88
Publisher: Wiley-Blackwell Publishing Ltd.
Date published: 2018
DOI: 10.1111/1467-9604.12192
ISSN: 0268-2141; 0268-2141
Organisation Unit: Tropical Forests and People Research Centre; School of Social Sciences - Legacy; University of the Sunshine Coast, Queensland; Forest Research Institute; Engage Research Lab; School of Law and Society; School of Health and Behavioural Sciences - Legacy
Language: English
Record Identifier: 99451406202621
Output Type: Journal article

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