Chapter 6: It’s About Time - Constructing Dyslexia in Higher Education
This chapter uses Critical Discursive Psychology to analyze how 19 college students with dyslexia linguistically construct their experiences through interviews. The study identifies two key patterns: students frame dyslexia primarily through temporal demands (needing extra time and repetition makes their "invisible" disability visible), and they position the experience as uniquely individual and isolating rather than communal. The findings reveal that dyslexia in higher education is constructed through context and conditions rather than purely neurological factors, with implications for accommodation policies that should prioritize flexible time, reduced reading volume, and peer support groups.
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Chapter 1: Introducing Discursive Psychology as Methodology to Understand Disability
Chapter 2: Problematizing the Binary: A Poststructural Understanding of Dis/Ability in Schools
Chapter 3: Exploring the Rhetoric of ‘Burden’
Chapter 4: Negotiating (Dis)ability in the Context of Chronic Pain Rehabilitation: Challenges for Patients and Practitioners
Chapter 5: The Discursive Construction of Severe Dis/Ability in One School in the Southeastern United States
Chapter 6: It’s About Time - Constructing Dyslexia in Higher Education
Chapter 7: Formulating (Dis)Ability
Chapter 8: Intersections of Discursive Psychology and Disability Studies
Chapter 9: Using Discursive Psychology (DP) in Special Education & Mental Health
Chapter 10 - Engaging Disability Studies (DS) & Discursive Psychology (DP)