The emotional impact of being recently diagnosed with dyslexia from the perspective of chiropractic students

Abstract

Increased awareness and improved tests have contributed to the identification of rising numbers of dyslexic students entering higher education in the United Kingdom. Nearly half of these students are not diagnosed until they start their HE courses. Studies of experiences of dyslexic students diagnosed as children exist; however, there is little comparable information on dyslexic students diagnosed as adults.This qualitative study explores the experiences of six students diagnosed with dyslexia after starting their Masters degrees. Their personal accounts were analysed using thematic analysis. The major themes identified were:The findings revealed that being diagnosed with dyslexia as an adult can be cathartic or devastating depending on the individual's current emotional status and personality. However, as they develop a deeper understanding of what dyslexia means and how it affects them as individuals, the diagnosis becomes a liberating revelation. Once the label is accepted, the individual can embrace the change in lifestyle that the diagnosis necessitates. This study provides a deeper understanding of the consequences of a late diagnosis and highlights the need for management approaches to be individually tailored to specific needs.

Young adult learners with dyslexia: their socio-emotional support needs during adolescence

“…These are in accordance with other researchers' fi ndings (Goodwin & Thomson, 2004;Peer, 2006;Thomson & Chinn, 2001;Young Kong, 2012). One of the participants said:…”

“…Like typically developing others, they also long to receive recognition and approval from their peers and signifi cant others (Hales, 2001;Jordan, 2002;Reid, 2004). Disability related name calling hurts them (Nalavany et al, 2011;Reid, 2004;Young Kong, 2012) and social supports could enhance their overall coping (Galloway, 2006). Being able to do something which is within their abilities or strengths and that they are passionate about, results in positive self-perceptions (Burden, 2004;Goodwin & Thomson, 2004).…”

Adults’ Experience of an Asperger Syndrome Diagnosis

“…The two themes would appear to be linked, as participants described relief at finding an alternative explanation for why life in the social and emotional worlds has been such a struggle, reallocating blame from self to the condition of AS and creating a less problem-saturated narrative. This reaction resembles the “not guilty verdict” in Punshon et al (2009) and the “liberating revelation” that can result from a diagnosis of dyslexia, where there is a shift in thinking away from self-blame (Kong, 2012). For some participants, emotional reactions were complex, often combining positive and negative feelings, as illustrated by one participant, who reported, “I cried like a baby and felt like dancing with joy at the same time.…”

Parental experiences of support for pupils with dyslexia: ignoring the effect on parents

“…This research does not monitor the long-term effects of the identification of dyslexia. It is interesting to note that Ingesson (2007) and Young Kong (2012) found that, with time, the self-esteem of individuals with dyslexia grew and their difficulties became less of an issue. In the current study, the parents were interviewed shortly after diagnosis and their feelings and reactions were therefore raw.…”