ABSTRACT
This chapter explores the learning experiences of dyslexic students in four different universities. It examines similarities and differences between the four institutions, both in terms of student populations and students’ perceptions, using data from a survey of 602 students. The way in which students’ learning careers may develop differently and their expectations vary is considered in relation to the characteristics of the student populations. It is suggested that the variation between the students cannot be explained solely in terms of an individualistic perspective; rather, the variation needs to take into account the context the students are in and their previous background. Socio-cultural factors, it is suggested, are as likely to impact on the students’ views of their experiences as are the actual difficulties that individual students face in relation to their dyslexia. In addition to this, dyslexia, along with other specific learning difficulties, is not a well-defined construct. This lack of clear definition allows for a range of interpretations which are likely to be linked to social as well as psychological factors and also to impact on who acquires the label of dyslexia. The chapter starts by providing an overview of changes in higher education with special focus on issues around supporting students with dyslexia and the rising numbers of this group of students. It then explains the context and the findings from the survey. The conclusion summarises key points, with particular emphasis on the impact of student background on expectations of academic support.
