Enduring disablism: students with dyslexia and their pathways into UK higher education and beyond

MADRIAGA, M. (2007). Enduring disablism: students with dyslexia and their pathways into UK higher education and beyond. Disability and Society, 22 (4), 399-412.

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Official URL: http://dx.doi.org/10.1080/09687590701337942
Link to published version:: https://doi.org/10.1080/09687590701337942
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This paper presents some of the findings derived from a UK Aimhigher South Yorkshire research report on disability and higher education. Many of the students who shared their life histories for this project found that there was a lack of information in making choices about their futures, especially information about pursuing higher education. Without information to make informed choices, disabled students not only experience stress and anxiety, but also difficulty in preparing themselves for higher education study. This is, perhaps, reason for the low proportion of disabled learners in further and higher education. There are many reasons to explain this disparity. Many factors are inextricably linked to disablism institutionalized within many sectors of education. The education arena is not being singled out here. However, it does serve as further notice of the pervasiveness of disablism existing in wider society.

Item Type: Article
Research Institute, Centre or Group - Does NOT include content added after October 2018: Learning and Teaching Institute
Sociology, Politics and Policy Research Group
Identification Number: https://doi.org/10.1080/09687590701337942
Page Range: 399-412
Depositing User: Caroline Fixter
Date Deposited: 29 Jan 2010 14:13
Last Modified: 18 Mar 2021 09:45
URI: https://shura.shu.ac.uk/id/eprint/1010

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