Supporting adults with dyslexia by creating community groups: an examination of three models of provision in the voluntary sector

Sheena Bell

Research output: Contribution to JournalArticlepeer-review

Abstract

In England, voluntary groups are one option of support for adults with dyslexia who are no longer taking part in formal education. This study examines the structure of three dyslexia groups which aim to provide support for adults with dyslexia. This small scale qualitative study considers the uniqueness of each discrete group as they disclose their own independent structures to support adults with dyslexia. Semi-structured interviews were carried out with the group leaders, and the data were scrutinised, not only to give factual information about the groups but to consider their collective beliefs and values as reflected in the discourse of their leaders. The study maps findings to theories of social and medical models of dyslexia. These findings lead to a discussion of key issues which can potentially inform stakeholders in the support of adults with dyslexia.
Original languageEnglish
Pages (from-to)5-26
Number of pages22
JournalOccasional Papers in Education and Lifelong Learning (OPELL): An International Journal
Volume5
Issue number1 - 2
Publication statusPublished - 1 Dec 2011

Keywords

  • Adult education
  • Disability groups
  • Dyslexia
  • Inclusion
  • Lifelong learning
  • Peer support

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