Dyslexia and difficulties with study skills in higher education.

Grounded in the field of research into dyslexia and difficulties experienced by adults, this study provides an overview of learning support provision for university students with and without dyslexia through the theoretical perspective of the Disability Discrimination Act and SENDA (2001). It is innovative in that it presents information from 62 dyslexic and 74 non dyslexic students across a comparatively large number of universities, whereas the majority of UK studies to date have focused on one or two institutions or tended to omit the voices of the students without dyslexia. Its significance lies in its implications for policy and practice in HE institutions internationally as they broaden access for students with disabilities. The quantitative survey data were subjected to rigorous statistical analysis using SPSS and the interviews were examined for themes. The article was subject to academic peer review.
Proportional contribution: 80%