Key Themes

In analysing the stories of the participants, five key themes emerged that encapsulate their experiences and insights within the educational landscape.

Recognition

Recognition is pivotal for dyslexic individuals throughout their personal and educational journeys. Dyslexia can be identified early by educators or psychologists, or through informal acknowledgment by teachers or parents. Recognition, at any life stage, provides them with the language to articulate their challenges and strengths, influencing life choices, self-esteem, and opportunities.

In the educational environment, recognition and positive reinforcement can strengthen motivation and resilience. Conversely, the lack of recognition can lead to feelings of exclusion and disengagement in learning environments. 

Reconciliation

Reconciliation involves dyslexic individuals acknowledging and harmonising their dyslexia with their life and learning experiences. Family and peer support are instrumental in this process. Recognising and embracing one’s unique learning style is essential, as is the desire for personalised learning.

Resourcefulness

Dyslexic individuals often exhibit resourcefulness, developing strategies to navigate challenges they face throughout their lives by harnessing their unique skills. The participants’ narratives accentuate the transformation of perceived weaknesses into strengths and emphasise the importance of creativity in their journeys.

Resilience

Resilience is the capacity of dyslexic individuals to recover from challenges and keep going. Central to this is recognising their personal strengths and fostering self-determination. Resilience requires persistence, self advocacy, and challenging unhelpful systems.

Reflection

The participants’ reflections provided insights into their experiences with dyslexia across various educational levels. Their stories emphasise the importance of determination, effort, and the role of supportive educators in their success.

Key Recommendations

• Provide specialised training for teachers and educators on dyslexia, equipping them with strategies to support dyslexic learners effectively, such as the use of alternative assessment methods that cater to the strengths of the individual dyslexic learner.
• Establish peer support groups where dyslexic learners can share experiences, strategies, and advocate collectively.
• In partnership with the participants of this study, create and evaluate a model that:
  – Integrates dyslexic mentors to guide adult dyslexic learners.
  – Focuses on fostering self-advocacy within the Aotearoa tertiary system

The project has the potential to influence policy and practice within the educational landscape of Aotearoa New Zealand. By amplifying the voices of dyslexic learners, it informs policymakers, educators, and stakeholders about their specific needs, leading to the development of more inclusive and supportive policies and practices within tertiary education institutions. 

Ultimately, this promotes the equitable access and success of dyslexic learners in the educational system.