Dyslexia in higher education: enhancing student belonging and overcoming barriers to achievement through communities of practice

Feeling that they belong is a crucial part of student's learning journey which impacts enjoyment, attainment and retention. Dyslexic students can feel isolated within their diagnosis do not openly discuss inherent challenges strengths, often due to previous educational and/or social misconceptions. In the United Kingdom, with professional diagnosis, tailored support for this Specific Learning Difference (SpLD) may be sought through government funding known as Disabled Students’ Allowance (DSA). However, many dyslexic remain undiagnosed, or wish disclose, this, combined reduction in DSA 2015, has negatively impacted achievement affinity cohort. Although result cut higher education institutions became legally responsible making reasonable adjustments teaching practices, broad-brush approach does understanding intricacies associated SpLD, how navigate context. To bridge gap, help like-minded share ideas others whilst also developing own skills confidence, I initiated community practice (CoP). After year fortnightly meetings, group empowered individuals, who had much deeper what being meant, emerged newfound having connected collaborated neurologically similar people.