How Adult Learners Make Sense of Their Dyslexia

Although dyslexia was officially recognised as a disability in the 1995 Disability Discrimination Act, more widespread awareness of hidden disabilities has often been and remains problematic. Comparatively little has been written about the experiences of dyslexic adults; this paper aims to demonstrate that the non-recognition of dyslexia has been inherently disabling for one group of adult learners who participated in focus group research after attending a cycle of evening classes provided for adult dyslexic students. The concept of recognition is analysed in detail in a number of ways: the official recognition or 'diagnosis' of dyslexia and the consequences of labelling in primary and secondary education; the effects of non-recognition; recognition of dyslexia in wider society and the media; and, finally, the importance to them of recognition and understanding in their personal contexts.