Denise Ryder|Brahm Norwich
What's in a name? Perspectives of dyslexia assessors working with students in the UK higher education sector
University of Exeter|University of Exeter
research findings positions concerning nature dyslexia construct currently diverse increasingly complex ability assessor practitioners operationalize knowledge categorically diagnose dyslexia reliable consistent way questioned study aimed explore way diverse complex research findings operationalized dyslexia diagnostic assessment uk higher education students perspectives 118 professional assessors dyslexia working within sector collected using questionnaire interviews data analysed quantitatively qualitatively appropriate integrated results confirmed critics concerns consistency reliability construct currently diagnosed within higher education context key controversial aspects practice emerged included contextualized interpretation literacy difficulties general commitment discrepancy concepts scepticism face validity prescribed psychometric tests related reliance professional observation experience test results findings pointed need informed nuanced understanding dyslexia label cautious responsible attitude towards use