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Exploring perceptions of and supporting dyslexia in teachers in higher education in STEM

Hiscock, Jennifer R., Leigh, Jennifer S (2020) Exploring perceptions of and supporting dyslexia in teachers in higher education in STEM. Innovations in Education and Teaching International, 57 (6). pp. 714-723. ISSN 1470-3297. E-ISSN 1470-3300. (doi:10.1080/14703297.2020.1764377) (KAR id:81119)

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https://doi.org/10.1080/14703297.2020.1764377

Abstract

There is much literature focused on supporting students diagnosed with learning difficulties within higher education, in particular those with dyslexia. However, there is relatively little that discusses perceptions of and support for academics who have been diagnosed with the same learning difficulties. Although statistics from the Higher Education Statistics Authority suggest that percentages of staff declaring that they have dyslexia are much lower than those of undergraduate or postgraduate students, anecdotally media and social media suggest there is a sizeable population of academics who have this neurodiversity. In this paper we explore perceptions of dyslexia, and suggest practical ways in which to support new academics with or without a diagnosis.

Item Type: Article
DOI/Identification number: 10.1080/14703297.2020.1764377
Uncontrolled keywords: Dyslexia, higher education, teachers, teaching, support, stem
Subjects: H Social Sciences > H Social Sciences (General)
Divisions: Divisions > Division of Natural Sciences > School of Physical Sciences
Depositing User: Jennifer Hiscock
Date Deposited: 04 May 2020 14:59 UTC
Last Modified: 13 May 2021 23:00 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/81119 (The current URI for this page, for reference purposes)
Hiscock, Jennifer R.: https://orcid.org/0000-0002-1406-8802
Leigh, Jennifer S: https://orcid.org/0000-0002-3672-1462
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