Academic identity development: school experiences and the dyslexic learner

Lithari, Eleni (2021) Academic identity development: school experiences and the dyslexic learner. International Journal of Inclusive Education. ISSN 1464-5173

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Official URL: https://doi.org/10.1080/13603116.2021.1879947

Abstract

This paper examines identity construction for young people with dyslexia, based on their educational experiences during and after their transition to mainstream secondary education. The study is based on interviews with 20 English individuals who contributed their perceptions of how their identity was shaped by their experiences. Some of the most important experiences for dyslexic young people and the main themes discussed here are: experiences of support (or the lack of it), their perceptions around literacy and academic achievement and important others. Symbolic interactionism is used as a theoretical to further understand academic performance in a western society, where this is a highly significant aspect of life for many learners and their parents. In a society where literacy and academic achievement are highly privileged over any other form of achievement, academic identities are ‘fractured’ a notion explored here, alongside other factors that contribute to that academic identity development process.

Item Type: Journal Article
Keywords: dyslexia, identity development, special educational needs, young people, symbolic interactionism
Faculty: Faculty of Health, Education, Medicine & Social Care
SWORD Depositor: Symplectic User
Depositing User: Symplectic User
Date Deposited: 18 Feb 2021 10:41
Last Modified: 18 Feb 2021 14:40
URI: https://arro.anglia.ac.uk/id/eprint/706285

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