Year: 2004
Type: dissertation
Abstract: The experience of dyslexic students in higher education is examined in this thesis in \nfour studies: two major and two minor. The first study focuses on autobiographical \ninformation and describes how the hypothesis and the general theme of the study \nemerged from personal experience. Study two presents a set of qualitative case \nstudies, which employ Jonathan Smith's Interpretative Phenomenological Analysis \n(IPA) technique in order to generate a set of key themes (looking for a reason, social \ncomparison, low self-esteem and need for appropriate support) which are then \ndeveloped into the questionnaire which constitutes study three. The questionnaire \ncomprised 54 items and was retumed by 86 respondents, 38 male and 48 female. The \nhigh agree response rate; confirmed that the statements generated accurately reflected \nthe views of respondents. Furthermore, a rich source of data was gathered from the \nfree comment section. The information gathered from the three stUdies is then used to \ndevelop a preliminary model of dyslexia support, suggesting provision of support across \nthe whole institution, rather than allocation of support on an individual basis. The model \nis evaluated in study four, via peer group review in the form of a questionnaire. \nThe first chapter introduces the theoretical background to the thesis, reviewing the \nrelevant psychological literature and highlighting the situation in practice and policy in the \npresent system. \nChapter two presents the writer's own personal experience in the form of an \nautobiographical case study (study one), thus presenting the reasoning behind the \ngeneration of the hypothesis explored within the thesis. \nChapter three offers the rationale behind the employment of mixed methods within the \nthesis, a variety of qualitative methodological tools are discussed, including Interpretative \nphenomenological analysis (IPA); grounded theory and symbolic interaction ism. Chapter \nfour discusses the underlying theoretical/philosophical assumptions behind the utilisation \nof the particular qualitative method (IPA) employed in the analysis of the case studies \npresented in study two. \n4 \nChapters five to eight evaluate and discuss the findings from studies two and three and \nconsider the implications that these have in relation to the restrictions of the present \nsystem; offering a preliminary model of support for dyslexic students in higher education. \nChapter nine presents the findings from study four (peer review questionnaire), evaluating \nthe preliminary model of dyslexia support put forward in the previous chapter. \nThe thesis concludes with a review of its findings (Chapter 10) and a discussion of its \ncontribution to a wider understanding of the issues involved in supporting dyslexic \nstudents in higher education, together with implications for policy, practice and pedagogy.
Author: Jeanne Wendy Elizabeth Carter
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2560338397