Towards a dyslexia-friendly Scotland? A baseline survey of adults with dyslexia – by Dyslexia Scotland

The findings and recommendations from a national survey of adults with dyslexia in Scotland.

Towards a dyslexia-friendly Scotland

Dyslexia and Museum Interpretation

Rachel Frum | MSc Museum Studies, University of Glasgow | 2026

This research examined how dyslexic visitors experience written museum interpretation, with particular attention to object labels and graphic panels. The study asked whether current museum accessibility approaches give sufficient attention to the linguistic and cognitive demands of reading, rather than focusing primarily on visual presentation.

The research brought together three perspectives: what museums say accessibility means through their policies and guidance; what their interpretation texts actually look like; and what dyslexic visitors say it is like to read those texts. This allowed the study to compare intended accessibility, communicated accessibility, and experienced accessibility.

The dyslexic academic: uncovering the challenges faced as neurodiverse in academia and establishing a research agenda

This paper by David Alexander from the University of Glasgow considers some of the hidden challenges which may be faced by the neurodiverse academic. The neurodiverse academic, at times, can be seen as something ‘hidden’, remaining undisclosed due to the challenges which can be faced by making this declaration to colleagues and employers.

The dyslexic academic: uncovering the challenges faced as neurodiverse in academia and establishing a research agenda

A survey involving secondary students with dyslexia studying Latin or a modern foreign language – by Dora Burbank

Research in the academic field of Latin and dyslexia is sparse, often outdated, and largely consists of teachers’ informal observations, thus lacking empirical evidence. This mixed-methods study aims to address a gap in the literature, exploring the experiences of secondary students with dyslexia learning Latin, French, or Spanish while examining the relationships between dyslexia and examination results in those languages.

A survey involving secondary students with dyslexia studying Latin or a modern foreign language

The influence and impacts of dyslexia on social work practice – by Sam Hepburn

The role of a social worker is complex and dynamic, working in environments that can be equally challenging. The role involves working with and supporting individuals, families and communities. Therefore, the interventions required are wide ranging and involve many skills such as assessment, reading and writing. All these skills can be impacted by dyslexia. This study explores the impacts and influence that dyslexia has on social work practice from the experiences of those with a dyslexia identification.

The influence and impacts of dyslexia on social work practice | Iriss