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celebrate dyslexia1st draft (Winter 2017/18)

 

Academic confidence and dyslexia at university

 

thesis graphic

Foreword

This thesis is the academic outcome of a Level 8, three-year Research Studentship at Middlesex University, London.

It is an account of the study, research processes and analysis, discussion and conclusions of a project that has attempted to understand more about the impact of dyslexia on the academic confidence of university students in the UK.

Throughout the thesis and especially in the literature review sections, I have attempted to persistently connect the implications of theory to the circumstances and situations that many students at university know as their domain of study.

The thesis takes an unequivocal position which advocates a shift in the learning and teaching environment prevalent in most universities to one which properly accommodates diversity in learning in the same ways that clearly visible progress has been made in recent times to recognize and embrace diversities of faith, ethnicities and social backgrounds from across the wider community.

The thesis is available in these webpages and due to the length and complexity of the complete document, this online version is divided into principal sections published on separate webpages. Links to each principal section are provided below and at the foot of every section page. Also provided on every page is the complete contents which sets of the structure of the thesis and also provides links to major sections and sub-sections of writing, and near the top of each section a link to a print-happy download of that section is available. Sections will download as MS Word documents.

The project has been conducted wholly 'online' through this suite of webpages that I have constructed and as the project has developed and matured into its final iteration - this thesis - the website now represents a living record and diary of my progress, study and learning development. I believe that establishing, developing and finally concluding the enquiry through this medium has been a highly innovative approach to Level 8 study. It represents the sum of the work and study that has as its outcome, this summary thesis which I believe has generated a small amount of 'new knowledge' that might add to the developing discourse surrounding how to accommodate study and learning differences that are widely attributed to dyslexia but as I believe this thesis demonstrates, are present to a significant degree in more neurotypical learners who are studying at university. I hope that my thesis may add to the weight of evidence that is slowly building and which advocates a shift away from conventional and traditional forms of learning and curriculum delivery at university to one which is more aligned with the ethos of Universal Design for Learning.

In addition to using the data collected and the analysis of it to clearly present evidence that unequivocally responds to the enquiry's research questions, many elements of the enquiry have generated more questions than they have answered and hence, there is scope for more research in these areas and suggestions for how this might be conducted are included in the Concluding Commentary at the end of the thesis.

Principal Sections


abstractOVERVIEW, RESEARCH QUESTIONS and STANCE
dyslexiaTHEORETICAL PERSPECTIVES - the literature review
link to research designRESEARCH DESIGN - the methodology and methods
link to data and analysisDATA and ANALYSIS
link to discussionDISCUSSION
link to conclusionsCONCLUDING COMMENTARY, APPENDICES and REFERENCES
Complete Thesis Contents


THESIS | INTRODUCTION < THESIS | THEORETICAL PERSPECTIVES > < THESIS | RESEARCH DESIGN > < THESIS | DATA & ANALYSIS > < THESIS | DISCUSSION > < THESIS | CONCLUSIONS

+44 (0)79 26 17 20 26 www.ad1281.uk | ad1281@live.mdx.ac.uk This page last edited: February 2018