Act one scene one: using narrative inquiry as theatre to illuminate the possible selves of healthcare students with dyslexia in higher education

This paper critically discusses the methodological processes involved within a narrative inquiry study which seeks to identify the influential temporal factors impacting upon nine healthcare students with dyslexia on level seven higher education courses. There has been an international increase of people with dyslexia accessing higher education over recent years. Policy and teaching approaches may often be sympathetic; however the reality of how it is tackled in learning environments within schools, colleges and universities differs significantly and depends on individuals and families in the absence of robust educational systems which consistently cater for individual needs. The paper focusses on the creative application of narrative inquiry and how the data from this process is being used to create acts and scenes of a play as a method of directing attention specifically to the words of the participants in order to keep their narratives intact.