A personal reflection exploring the support offered to post-registration nursing students with dyslexia in a higher education setting

Maguire, Laura (2025) A personal reflection exploring the support offered to post-registration nursing students with dyslexia in a higher education setting. Journal of Learning Development in Higher Education (38). ISSN 1759-667X

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Abstract

This reflection will examine my professional practice in relation to the support offered to post-registration nursing students with dyslexia in a UK higher education (HE) setting. Pedagogic theory, policy and practice will be analysed in relation to inclusive education and the support that is currently offered to students with dyslexia. There will be a specific focus on the mode of delivery, use of lecture recording, and inclusivity of assessment. Dyslexia is a specific learning difficulty that predominantly impacts individuals’ reading and writing skills. The number of students with dyslexia attending UK HE has increased significantly in recent years. Although improvements in practice are evident, further improvements are required. This reflection demonstrates several positive aspects in relation to the inclusive support that is offered to students with dyslexia, and the benefits such support can have on all students. However, there are areas for improvement to enhance the inclusivity of the learning environment and learner experience.

Item Type:	Article
Identification Number:	10.47408/jldhe.vi38.1526
Dates:	Date Event 1 December 2025 Accepted 11 December 2025 Published Online
Uncontrolled Keywords:	dyslexia, higher education, inclusive education, nursing students
Subjects:	CAH02 - subjects allied to medicine > CAH02-04 - nursing and midwifery > CAH02-04-02 - adult nursing
Divisions:	Nursing and Midwifery > Adult Nursing
Depositing User:	Gemma Tonks
Date Deposited:	15 Dec 2025 15:09
Last Modified:	15 Dec 2025 15:09
URI:	https://www.open-access.bcu.ac.uk/id/eprint/16773

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