POSSIBLE SELVES AND OCCUPATIONAL POTENTIAL OF STUDENTS WITH DYSLEXIA: A NARRATIVE INQUIRY

People with dyslexia often face life challenges, particularly as routine screening and diagnosis are not in place within schools (Department of Children, Schools and Families, 2009a). Confusion exists surrounding inconsistent pedagogical training and support. Together, these factors often result in complex societal dichotomies (MacDonald, 2012; Collinson and Penkreth, 2010; McNulty, 2003). While some disengage, or leave school early (MacDonald, 2012) more students with dyslexia access higher education, gain professional qualifications and have successful careers. However, very little is understood about the temporal educational experiences of those accessing higher education, particularly those on level 7 programmes. This research employs a novel perspective, exploring the possible selves (Markus and Nurius, 1986) and occupational potential (Asaba and Wicks, 2010) of level 7 healthcare students with dyslexia. It considers strategies put in place by participants in relation to possible selves of the past, present and future. Narrative inquiry (Clandinin and Connolly, 2000) and the theoretical perspectives of possible selves and occupational potential provide unique methodological and analytic tools and viewpoints. Stories of nine level 7 level healthcare students with dyslexia are explored and narratives are presented as acts and scenes of a play in order to enhance and elucidate the experiences and maintain the “spirit” (Douglas and Carless, 2013 p. 53) and essence of their voices. The main narrative plots, ‘diagnosis’, ‘cheerleaders in the background’, ‘fitting the mould’ and ‘strategies and the future’ identify factors which inhibit and 4 facilitate progress towards reaching occupational potential and desired possible selves. Thought-provoking new insights are provided in this doctoral thesis related to diagnosis, importance of families and some of the challenges of negotiating every day and academic life with dyslexia. Knowledge contributions and recommendations are made to these areas with conceptual developments relating to possible selves and occupational potential and practice recommendations for education, occupational therapy/science and policy.