Creating Inclusive Universities for Different Abilities

According to research by AHEAD (2021), students with specific learning difficulties are accessing third level education in greater numbers than ever before. Within the body of research conducted few have focused on the overall experiences of students with dyslexia studying in third level education. My study addresses this gap in knowledge as it provides an insight into how students with dyslexia navigate third level education. Ethnography was used as the principle method of research in this project, and 17 participants took part. My research found that when students identify dyslexia as a limitation, it becomes a barrier to successful learning and has a negative effect on their identity, which impacts them socially and academically. However, an easier pathway to success is achieved when viewing dyslexia as a difference and this dissertation asks what their specific experiences are and what does it mean to study in third level education with dyslexia. This approach enabled my participants to achieve academic success, not despite their dyslexia but in partnership with it. This research and its findings are therefore relevant to several stakeholders such as policy makers, third level education institutions, disability support staff and teaching staff.