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Closing Date: 03rd Jul 2026
In a dyslexia-friendly Scotland, everyone will know what dyslexia is – and isn’t. By taking part in research, you can help others understand dyslexia and its impacts.
Research by Dyslexia Scotland
Submit a research request
Dyslexia Scotland welcomes requests for research participants or people to take part in surveys. Details of all research requests will be posted here. Unless indicated, please note that Dyslexia Scotland is not associated with the research on this page. If you have any questions about any of the research listed, please use the researchers’ own contact details provided.
Take part in research
Closing Date: 10th Jul 2026
Description
This research explores how people with dyslexia experience reading information in museums and galleries, such as exhibition labels, wall texts, and display panels.
I am interested in how this written information is experienced in practice, including what helps or makes reading more difficult in museum spaces.
Participants will be invited to take part in either a short interview or a small focus group discussion. These conversations will focus on personal experiences of reading museum texts and accessibility in cultural spaces.
Participation is voluntary, and all responses will be anonymised. Participants can choose whether to take part in a focus group or an interview, and can withdraw at any time without giving a reason.
No financial incentive is being offered. However, participants will be contributing to research that aims to improve understanding of accessibility in museums for people with dyslexia.
This research has been reviewed through the University of Glasgow’s ethics process.
All data collected will be anonymised and stored securely in accordance with university data protection policies. Participation is voluntary, and participants can withdraw at any point before data is anonymised (15 July 2026).
No personally identifiable information will be included in the final dissertation.
Researcher: Rachel Frum Email: [email protected]
Research findings
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
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.
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