ABSTRACT
This chapter defines the setting for the research studies, the participants, and material. In consideration of ethical concerns, the participants’ permission for their images, work, and names to be included in the book and the motivation behind this are made clear. The rationale for a constructivist paradigm as the theoretical perspective is explained. The value of a verstehen approach in gaining understanding of others is stressed within the human experience of artistic creation and dyslexia. The methodologies of case study merged with action research are introduced in capturing the lived experience of acting students with dyslexia and using practical trials of action research for answering problems and questions. The validation of the study through data and findings achieved through the presence of the participants as key respondents and the critical friend is discussed. The potency of narrative descriptions in sharing work with other practitioners working in similar situations is emphasized in the dissemination of teaching ideas, particularly for those with dyslexia.
