Enabling performance: dyslexia, (dis)ability and ‘reasonable adjustment’

Leveroy, Deborah

doi:10.1080/19443927.2012.748687

Cited by 18 publications

(5 citation statements)

References 15 publications

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“…Yet, participants in some cases still felt that discrimination and stigma remained attached to the term 'dyslexia'. This correlates with other studies that have found those with disabilities, including dyslexia, are often subjected to negative perceptions and stigmatisation or disparate treatment, including wage disparities [31,[85][86][87][88][89][90]. Local research has shown that when employees with dyslexia feel they have insecure employment and unsupportive working conditions, they are at risk of poor mental health, well-being and early job burnout [30].…”

Section: Discrimination Of Dyslexic Employeessupporting

confidence: 76%

Leading Diverse Workforces: Perspectives from Managers and Employers about Dyslexic Employees in Australian Workplaces

Wissell

Karimi

Serry

et al. 2022

IJERPH

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Background: Dyslexia is a specific learning disability affecting around 1 in 10 Australian adults. It presents unique challenges for employees in the workforce, yet community and workplace awareness of the challenges of dyslexia is limited. The aim of this preliminary research was to explore the experiences and perspectives of Australian employers and managers responsible for supervising employees with dyslexia in the workplace. Materials and Methods: Using a qualitative research design, we conducted in-depth interviews with four managers who had current or previous experience managing employees with dyslexia. We used a deductive approach to analyse the data and categorise responses to the study questions. Results: Participant responses indicated that there is a lack of awareness and understanding of dyslexia within Australian workplaces. Participants identified challenges facing employees with dyslexia in the workplace including, differing personal levels of confidence and comfort in disclosing disability; the possibility of discrimination, and a lack of inclusive organisational practices and processes. Suggestions for ways to improve workplaces for dyslexic employees included: additional support for leaders and managers to drive inclusive leadership, and additional training for leaders and managers on how to best support employees with dyslexia. Conclusions: While only a small sample size, this study indicates that further research is needed to better understand the working environment of Australian leaders and managers. It appears that leaders and mangers need skills and knowledge to better support employees with dyslexia and in doing so create more inclusive workplaces.

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Section: Discrimination Of Dyslexic Employeessupporting

confidence: 76%

Leading Diverse Workforces: Perspectives from Managers and Employers about Dyslexic Employees in Australian Workplaces

Wissell

Karimi

Serry

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…This echoes the findings of Deacon et al (2020), who reported that when assistive technologies were not routinely offered, employees had to implement their own work-around strategies or procure their own assistive technologies to complete tasks. This is in the face of government legislation stating that adjustments should be applied to support workers with disabilities [ 22 , 25 , 79 , 80 , 81 ].…”

Section: Discussionmentioning

confidence: 99%

“…Australian research by Wissell et al (2020) found reasonably high rates of disclosure with 60% among (n = 65) participants were likely to disclose to a colleague at work. Evidence has found that for individuals to disclose, they must feel psychologically safe [ 68 , 69 , 80 , 81 ]. We cannot infer how psychologically safe participants in this study felt from the data collected, but it is notable that many had chosen not to disclose for fear of discrimination and/or shame, or because they felt their internal workplace policies were not adequately sensitive to the unique experiences of employees with dyslexia.…”

Section: Discussionmentioning

confidence: 99%

“You Don’t Look Dyslexic”: Using the Job Demands—Resource Model of Burnout to Explore Employment Experiences of Australian Adults with Dyslexia

Wissell

Karimi

Serry

et al. 2022

IJERPH

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Background: Employment and job security are key influences on health and wellbeing. In Australia, little is known about the employment lifecycle of adults with dyslexia. Materials and Methods: Using a qualitative research design, this study sought to explore the experiences faced by adults with dyslexia seeking and retaining employment. In-depth interviews were conducted with a cohort either currently or previously in the labour market. We used the Job Demands Resource Model of Burnout (JD-R Model) to explore links between workplace characteristics and employee wellbeing. Deductive content analysis attained condensed and broad descriptions of participants' workplace experiences. Results: Dyslexic adults (n = 14) participated; majority employed part/full-time and experienced challenges throughout their employment; exhaustion and burnout at work were reported, also fear and indecision about disclosure of dyslexia. A minority reported receiving positive, useful support from team members following disclosure. Conclusion: The JD-R Model provided a guiding framework. We found participants experienced a myriad of challenges that included risk of mental exhaustion, discrimination, limited access to support and fatigue, leaving them vulnerable to job burn-out. Dyslexia does not have to be a major barrier to success in any occupation. Yet, when in supportive, informed workplace environments, employees with dyslexia thrive.

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“…There has been very little research into actor training and Specific Learning Differences (SpLDs) and what there has been has focussed mainly on text work and the dyslexic learner see (Leveroy 2012, 2013a, 2013band Whitfield 2009, 2016a, 2016b.…”

Section: Original Italics)mentioning

confidence: 99%

Losing sight of land: tales of dyslexia and dyspraxia in psychophysical actor training

Oram¹

2018

Theatre, Dance and Performance Training

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This article reports on the findings of a research project into the impact of psychophysical actor training methods on neurodiverse students. It illustrates how the application of a Social Theory of Learning Difference reveals the mechanisms whereby these training methods dysconsciously discriminate against those students who are dyslexic and/or dyspraxic learners. The research findings recognise the inherent value of psychophysical methods in the training of actors but suggests that there is a need to move away from a singular Psycho-Medical Theory of Learning Difference and to adopt a framework of learning difference based on the Social Model of (dis)ability, which requires institutions to adapt their provision to better meet a diverse range of needs. A revision of psychophysical approaches is proposed, which draws on a neuroscientific theory of experiential practice and a psychological framework of actor engagement. This new approach seeks to enhance the effective communication of embodied knowledge and skills in diverse actor training contexts and to allow students who are dyslexic and/or dyspraxic learners equal access to that learning.

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Enabling performance: dyslexia, (dis)ability and ‘reasonable adjustment’

Cited by 18 publications

References 15 publications

Leading Diverse Workforces: Perspectives from Managers and Employers about Dyslexic Employees in Australian Workplaces

Leading Diverse Workforces: Perspectives from Managers and Employers about Dyslexic Employees in Australian Workplaces

“You Don’t Look Dyslexic”: Using the Job Demands—Resource Model of Burnout to Explore Employment Experiences of Australian Adults with Dyslexia

Losing sight of land: tales of dyslexia and dyspraxia in psychophysical actor training

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