In the UK, the figure of higher education (HE) learners with formal dyslexia diagnosis or self-identifying as having the condition has been increasing (Pino & Mortari, 2014). In 2001, such learners were approximately 1.2% of the HE learners’ population; however, in 2016, the figure accounted for 5% of all learners (Pollak, 2015). The 2010 Equality Act necessitates establishing pedagogical practices and policies to offer the quality of access to and inhibit discrimination of students with dyslexia categorised as disabled (Pollak, 2015).

Dyslexia is a difficulty in language speaking, spelling, writing, and reading. Comprehending the experiences of HE learners with dyslexia is a subject requiring careful contemplation as it depicts the impact of dyslexia on the lives of learners with dyslexia in HE. With the increasing number of students suffering from dyslexia in the UK, it is significant to ruminate the history and impacts of the services offered to meet the requirements of these learners in HE organisations (Mortimore, 2013). Comprehending the experiences and barriers faced by dyslectic learners in HE provides them with an opportunity to be successful in the HE studying setting, and the research aids to further the objective of the Access and Participation Plan 2021 to 2025 for colleges that comprises offering chances for all students, including learners with disability.

Problem Statement

Some HE institutions have accomplished positive changes by enrolling dyslectic learners and instituting centres supporting such learners; however, there exists limited research on the experiences of learners with dyslexia and barriers hindering them from attaining equal access and succeeding in HE (Mortimore, 2013; Stampoltzis et al., 2015; Pino & Mortari, 2014). The issue is that not much is understood concerning how learners with dyslexia overcome barriers and react to the academic interventions formulated to help them. It is significant to comprehend and learn these students’ experiences to comprehend the barriers they face and develop more efficient tools empowering learners’ success in HE and in their lives. Moreover, little is known on how HE institutions perceive learners with dyslexia and their conceptions concerning the experiences of the learners (Pino & Mortari, 2014). The information offered by this research might aid in comprehending the feelings of learners with dyslexia and the barriers they encounter to create effective support tools to assist them to overcome the challenges they face (Taylor-Talley, 2018). Comprehending these barriers might also aid in improving the existing support tool to ensure all learners have equal learning opportunities within the HE setting.

Research Objective and Significance

The main objective of this research is to examine the experiences and barriers of learners with dyslexia in the UK. The study will be guided by the following questions:

·       what are the experiences of learners with dyslexia within HE?

·       what are the barriers learners with dyslexia face in HE environment?

·       what are the possibilities for enhancement service delivery for learners with dyslexia?

Some HE institutions are more inclusive and enrol and care for learners with dyslexia, whilst others make an allowance for offering such support. It is significant to explore and comprehend learners with dyslexia and how they perceive their HE experiences and barriers as it offers insight into what functions well and what might need improvement. The study may also inform HE learning institutions serving students with dyslexia of the aspects that can be enhanced and strengthened to assist academic staff and the students and guarantee constructive experiences and success.