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, its impacts and its advantages.
Take part in dyslexia research
Submit a research request
Dyslexia Scotland welcomesrequests 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.
University of Edinburgh Navigating higher education can be complicated for many students, especially those with dyslexia. This research aims to develop insight into the challenges faced by dyslexic students as they progress into higher education. The construction of a survey will do this to gather information on students who currently attend a UK University or have graduated in the last five years. The survey aims to understand how students’ dyslexia has affected their study skills and experiences within the university and their time spent there. This will be done by asking questions about study experiences and receiving support. Researcher: Fiona Martin email [email protected].
Closing Date: 30th Nov 2024
Description
University of Glasgow: This study aims to understand the barriers and opportunities faced by young neurodivergent when transitioning in the workplace. It will do so through the use of interviews. Potential participants have to self-identify as neurodivergent and being between 17 and 30 years old. Interview questions will ask about their lived experiences of transitioning in the workplace or university/college. Participants are invited to select for the purpose of the interview 5-15 photos that they think represents important aspects of their career journey; the interview questions will be provided in advance. The final purpose is to understand how to foster neurodivergent youth’s career aspirations in the current world of work, accounting also for more novel forms of working such as remote or hybrid work.
This project is exploring the impact of dyslexia on foreign language acquisition and international mobility. Via qualitative interviews with dyslexic, native British English speakers, the primary objective is to give individuals the opportunity to speak for themselves and play an active role in shaping decisions that affect them academically, professionally and personally. Using lived stories, this project will analyse: • how labels/discourse used by teachers and decision-makers can impact the learning experience; • which tasks/teaching practices support learners, and which have the opposite effect; • what are the biggest obstacles to success at school, at work and in the context of mobility. The outcomes from these analyses will serve to design a teacher training module that will be made available to centres training foreign language teachers. By empowering teachers, we can also empower learners. Results will also be shared with local, regional, national and European decision-makers to help redress the disabling structures and practices currently in place. Ultimately, this project will ensure education policy is supporting the learning objectives and considering the opinions of the learners themselves. Main contact: [email protected]
The Mental Health in the Moment (MHIM) study aims to explore how adolescents’ mental health is impacted by different experiences within young people’s day to day lives. The project will extend over 5 years where we will follow a group of 500 adolescents and will focus on mental health concepts such as depression, anxiety, suicidality (including others). By following adolescents’ mental health over a long period of time we hope to identify the key influences, critical junctures and significant changes that can inform future interventions. We are currently recruiting young people to be part of an advisory panel that will guide our wider Mental Health in the Moment (MHIM) project. We would like to invite 20 young people (ages 11-18) from a variety of backgrounds to advise on the planning of the project, helping us with interpreting results and finally disseminated findings. Those involved in the advisory panel will be asked to participate in 4 initial sessions focusing on: – mental health concepts – mental health measurements/ instruments – recruitment strategy and materials – feedback on survey design/ pilot. There will be an option to continue involvement throughout the rest all the project. Participants will earn a £30 voucher for taking part. Please contact[email protected]
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.
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.
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