Foreword

This thesis is the academic outcome of a 3-year, level 8 primary research project conducted at Middlesex University, London.

It is an account of the study, research processes, data analysis and discussion of a project that has attempted to understand more about how the academic confidence of university students with dyslexia in the UK is affected by their dyslexia.

Although the thesis maintains its objectivity throughout the primary research processes that have been designed and implemented, the underpinning theme of the research schedule draws from more recent developments of the inclusion agenda in education contexts which is advocating a radical rethink in the design and delivery of learning curricula to reduce the existing reliance on literacy-based formats, claiming that this is inherently unjust. This is to argue for the adoption of an alternative learning and teaching environment which properly accommodates learning diversity in ways that would consign into redundancy the need for special conditions and reasonable adjustments to curriculum delivery and assessment for students with unseen differences or disabilities.

Throughout the complete study programme, the research has been continuously published online through a suite of webpages which has served to diarize the project, to encourage me to view and review progress reflexively and as a sandbox for testing research processes and visualizing data outcomes. The project webpages are available at www.ad1281.uk where a complete copy of this thesis is also available.

 

Principal Sections

STUDY OVERVIEW
THEORETICAL PERSPECTIVES - the literature review
RESEARCH DESIGN - the methodology and methods
RESULTS and ANALYSIS
DISCUSSION
CLOSING REFLECTIONS, REFERENCES and APPENDICES