Art and design lecturers’ perspectives of dyslexia and dyslexic higher education students

Abstract

Lecturer perspectives of dyslexic students in higher education are important due to the impact that teaching staff have on their university experiences. In this study, two art and design lecturers took part in an interpretivist case study using semi-structured interviews. It was found that both lecturers had, in practice, positive attitudes to dyslexic students in their classrooms. However, these perceptions and the ability to include anticipatory adjustments for students shifted once the realities of teaching workloads were taken into account.