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Snakes and Ladders
This small scale research aimed to shed light on the career trajectories of four adults and their interrelationship between dyslexia, mid-life career changes and career management. Using a semi-structured interview, followed by a MIND Self-assessment questionnaire, it looks into interconnectivity between dyslexia and hurdles in their careers. A key feature of this research is that it will cross disciplinary boundaries between theoretical models of careers, disabilities, educational psychology and sociology. This research uses a narrative constructivist approach to enable a holistic view of how the participants have made sense of their dyslexia and career development. The research challenges the deficit model of disability and dyslexia and explores reframing dyslexia as a difference. Some emerging themes were; the relationship between being diagnosed with dyslexia, confidence and disclosure, dyslexia strengths and career progression, the sandwich generation and gender differences. The research suggests that we cannot make sense of the four participants’ career trajectories without integrating their contextual experience. It concludes that some elements of career models are applicable, but adding the MIND Self-assessment questionnaire may be a useful tool for career practitioners and allied professionals, e.g. Educational Psychologists and Assessment Practitioners.
Note: The use of the phrase “the dribbling class” was recorded verbatim from one of the participants as this was the common label used to describe the segregated special needs class.