ABSTRACT 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.

1. Jacky Morán
M.Sc. Social Psychology/M. A. Career Guidance
Practice

2. “If my mind can conceive it, and
my heart can believe it—then I
can achieve it.”

3. He was one of the world’s heavyweight boxing champions and Olympic Gold
Medallist. He had a record 56 wins – 5 losses and became a tireless advocate for
social justice, including for those with dyslexia.

4. Why am I researching this ?

6. Snakes and Ladders is suggested as a metaphor to illustrate how dyslexia may
have affected employment trajectory in the lives of these individuals and their
organisations.

7. Snakes and Ladders
• This small scale research attempts 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.
• 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.

8. • A key feature of this research is that it crosses 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.

9. “You know my name, not my story. You've heard what I've done, but
not what I've been through.”
― Jonathan Anthony Burkett, Neglected But Undefeated
Cautionary Tales : Narrative Approach

10. “Five a day?” Disability, Disease, Dyslexia, Difference or Diversity;
who draws the line?
“ It is quite normal to be constantly stuttering and stopping and reviewing and
reading and trying and failing and trying again then there is the marvellous
intermission of Samuel Beckett which is - Fail again. Fail better. – which seems
the perfect slogan for a dyslexic. “
Rob – Film Producer/ Director BSc Philosophy of Mathematics
( failed 11+ exam)

11. Theoretical Frameworks
1. Constructivist /Narrative approach vs. positivist
approach to career transitions
2. Social model vs. medical model of disability
3. Strength model vs. deficit model
4. Participants' metaphors vs. Inkson’s career metaphors

13. This is a small-scale research project explores the interrelationship
between the job search process, dyslexia and managing career
trajectories.
It is based on a phenomenological account of four participants’ career
trajectories and their own understanding of how dyslexia marked their
paths.

14. Opportunistic selection of participants
PARTICIPANT EDUCATION CAREER SECTOR AGE/GENDER
ROB B.Sc. Philosophy of
Mathematics
Film Director and
Producer
Main UK TV Channel 57 Male
GILL M.Sc. Organisational
Behaviour M.Sc.
Computer Science.
Registrar Chemical
Pathology, MBBS (MD)
Senior Business
Analyst
Computer Scientist
General Medical
Practitioner (GP)
Self-employed /
Private Sector Retail
55 Female
BARBARA Post Graduate
Diploma Education
/Legal training
Senior Manager in the
Community and
Welfare to Work
sector (currently a
post graduate
student).
Charity and Public
Sector
50+ Female
ANDY Electrical
Apprenticeship /Shop
Steward
Senior Health and
Safety Manager
(retired)
Construction Industry 74 Male

15. Methods
Semi – structured interview – Interview 1
(five themes)
MIND – SELF ASSESSMENT
QUESTIONNIARE – Interview 2
Feedback

16. Personal Correspondence - other researchers
Dr. Fernette and Brock Eide MD
Neurologists – Dyslexia Advantage
Nancy Doyle- M.Sc. Occupational Psychologist -
Genius Within
Dr. Stephen MacDonald –
Senior Lecture
University of Sunderland

17. Rob- Participant
SAMPLE TOOLS

18. Emerging themes

19. “Left handed person in a right handed world ”
“I’ve got this dyslexia …So what! I wear glasses ‘cos me eyeballs are
crap… So what! That’s a par I would put it on, you know…”
Andy- Senior Health and Safety Manager

20. Conclusion
• There is a need to adapt a differentiated approach to
guidance
• A narrative approach, including the contextual
experience, offers the space to explore complex
stories

21. The MIND Self-assessment questionnaire may support
this process as part of the guidance practitioner’s
toolkit
Conclusion