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Developmental coordination disorder (DCD/Dyspraxia) is a commonly misunderstood and under-recognized specific learning difficulty (SpLD) in educational settings. This lifelong condition affects fine and gross motor coordination and significantly interferes with many activities of daily living, academic achievement, and employment opportunities. However, most Higher Education Institutions (HEIs) are unaware of its prevalence within their context, even though 5% of the general population have DCD and the enrolment of students in UK Higher Education with a known disability has increased by 42.4% between 2018 and 2023. Thus, understanding the lived experiences of students with DCD within Higher Education in the UK remains a considerable gap in knowledge. Through the use of focus groups, the lived experiences of 10 students with DCD at two UK HEIs were investigated. The thematic analysis identified four main themes: 'Awareness of DCD', 'Participation in Higher Education for individuals with DCD', 'Wellbeing', and 'Everyday living'. Students shared that HEIs appeared to lack awareness of DCD and felt they had an inability to specify the correct support at university. Importantly, whilst the students in the study were not always confident in identifying the specific support they needed, they shared the strategies they used to aid their university experience. The students described the physical toll that many everyday living tasks can take, which subsequently negatively impact academic participation and wellbeing. On a positive note, many of the students discussed positive experiences at university, such as enjoying their own autonomy (and flexibility) to be independent and inform strategies for their own learning. Importantly, the findings from this work highlight the complexity and heterogeneity of DCD and the need for a tailored approach to supporting individuals with this condition. Given the importance of educational qualifications to enter the workplace, and the contribution of employment to quality of life, these findings help signpost areas where HEIs can improve the experiences of students with DCD that may also enhance academic success. [ABSTRACT FROM AUTHOR]

Dyspraxia affects up to five percent of the population, but its history and its historical geographies have gone unexplored. This article offers the first historical geography of dyspraxia, conceptualising its emergence in the transatlantic world through a 'constellation of mobility'. It explores the major episodes in dyspraxia's early history (1866–1948) – from the Victorian science of apraxia in Europe that set the context for its identification through to the research of the American neuropathologist Samuel T. Orton, who in the 1920s laid out one of the first modern understandings of the condition. Through this case study, this article seeks to further redress twin research lacunae: historical geographies of psychological differences beyond those of madness and mental illness, including those not straightforwardly captured by the mental/physical binary; and mobility geographies of impairments that precipitate immobility and/or non-standard types of movement. It argues that mobility approaches hold substantial promise for the further exploration of historical geographies of dyspraxia and of disability more broadly, especially through their ability to connect the multiple scales – from embodied differences to global networks of medicine and science – that produce particular medical diagnoses. • Dyspraxia's origins can be understood through a constellation of mobility. • Dyspraxia's constellation operates at multiple scales, including embodied mobilities and transnational networks of science. • This case study shows the promise of mobility theory for the further exploration of historical geographies of disability. [ABSTRACT FROM AUTHOR]

As students transition to higher education, study skills, executive functioning skills, and life skills, are an important set of transferable skills in enabling them to learn and work more efficiently under more demanding conditions, thereby maximising their potential as well as the full benefit of their time and effort. Therefore, as dyslexia is a life-long learning difference, there is a need for specialist support even as individuals at risk or diagnosed with dyslexia transits into post-secondary education or tertiary education. Certainly, with the acquisition and competence in essential study skills and techniques, these students may become self-directed, independent and responsible learners, which are invaluable traits and characteristics for any tertiary learner. More importantly, these skills provide a strong foundation for them to be able to reach their goals and aspirations not only in school but also in their future workplace. The English Language and Literacy Division (ELL) at the Dyslexia Association of Singapore (DAS) developed the iStudySmart™ programme, which adopts an online learning approach that aims to empower students with learning differences in the areas of time management and prioritisation, planning and organisation, tertiary writing and presentation skills. The aims of iStudySmart™ were not only to bridge the gap in intervention and resources catered for students with learning challenges at the tertiary level but also to keep abreast with changing times, demands and expectations observed in the education sector. This paper evaluates the relevance and effectiveness of iStudySmart™ and also measures student self-confidence, motivation, and independence through the administration of pre- and post-questionnaires and a post-questionnaire or interview six months after. Further, qualitative data comprising testimonials from parents revealed high levels of satisfaction and recognition of the value of the online approach. Results from post-questionnaire and interview six months after indicate that all aspects of the iStudySmart™ intervention were effective, with moderate and large effect sizes for planning and organisation, tertiary writing and presentation. On the other hand, time management and prioritisation strategies learnt through the programme would need more time and practice before students can apply these in their daily lives. [ABSTRACT FROM AUTHOR]

Despite calls for a move away from individual adjustments toward a fully inclusive design for learning, the practice of applying institutional reasonable adjustments for disabled students persists in UK higher education. Previous research suggests, however, that these adjustments are often generic and do not appropriately address individual students' learning needs. If the practice is to continue, therefore, it is incumbent on higher education institutions to ensure current policies and procedures are fit for purpose and lead to increased accessibility for disabled students. This article presents a small‐scale developmental evaluation of Reasonable Adjustment Plans (RAPs) for students with specific learning differences at one large, post‐92 institution. Findings from 16 interviews indicate that despite some positive feedback, RAPs are not always well received by students and do not always lead to enhanced inclusion. A number of changes are recommended for practice, including stream‐lining existing processes, implementing a RAP review and focusing on relationships with faculty staff. [ABSTRACT FROM AUTHOR]

This study is about student writers’ development of their own approaches to using formulaic phrases from a compendium (Academic Phrasebank). While the essential role of formulaic phrases in academic texts has been well-established in research, teaching about the effective use of these phrases is not widely available, and little attention has been paid to how students learn to employ formulaic phrases in their own writing. Therefore, this research aims to explore this gap in understanding how student writers develop individual approaches to using formulaic phrases through the lens of self-efficacy. Twelve self-selected student writer participants at undergraduate, Master’s and PhD levels were interviewed and asked about how they used formulaic phrases from the resource. Three key findings emerged from the data: firstly, that the resource may support inclusion as an empowering tool to enable student writers to participate confidently in academia; secondly, that students could employ the resource flexibly at different stages of the writing process depending on their individual approach to text construction; thirdly, that it could offer particular support with writing to students who have a specific learning difficulty (SpLD). This paper contributes to understanding these individual student learning processes in the use of formulaic phrases for writing through self-efficacy. The implication for learning development is that making more guidance about formulaic phrases widely available and accessible would be beneficial to students’ writing processes.

In this study, the POW + C-SPACE (Pick my idea-Organize my notes-Write and say more + Characters-Setting-Purpose-Action-Conclusion-Emotions) strategy developed on the basis of the self-regulated strategy development model (SRSDM) was presented through families to improve the story-writing skills of children with writing difficulties (WD) and its effects were evaluated. The study employed a multiple probe design with probe conditions across subjects, one of the single-subject research models. The study group consisted of three mothers and their children with WD. Mothers were taught the POW + C-SPACE strategy and were asked to present what they learned to their children at home. As a result of the study, it was concluded that when the POW + C-SPACE strategy was presented through parents, it was effective in developing the story-writing skills of children with WD.

From the moment the child is born, learning becomes meaningful and it is interpreted as a result of the experiences first in the family and then in school. However, it is sometimes not possible to talk about the fact that learning takes place in all children although the process has taken place in this direction. Sometimes the individual differences that exist in children and the inability to get the necessary support in structuring their learning experiences can be effective in the failure of learning, while sometimes the type of congenital difficulty can be effective. One of these types of difficulty is a specific learning difficulty. It is not always possible for children with specific learning difficulties to learn, even if they do not have any mental problems. In this case, many factors can be effective, especially the problems that children experience in their visual perception can become effective. Since visual perception is the processing of symbols received from the environment in the brain, the problem that may be experienced in this process can also make it difficult to learn this situation. In line with these considerations, it is aimed to focus on the importance of visual perception in specific learning difficulties. [ABSTRACT FROM AUTHOR]

The purpose of this study is to reveal the metaphorical perceptions of parents with children with SLD and teachers who work with the children who have SLD. The design of this study is phenomenology, which is one of the qualitative research designs. The data collected in the study were analyzed by content analysis method. A total of 218 participants, including 117 teachers and 101 parents, took part in the study. In the research findings, the number of metaphors produced by the teachers is 59, and the number of metaphors produced by the parents is 49. While the metaphor most used by teachers is “the person who struggles”, the metaphor most produced by the parents is “maze”. While the conceptual category in which teachers produced the most metaphors is "a complex situation", the conceptual category in which parents produced the most metaphors is "a situation in which progress is slow". When the conceptual categories obtained from the study were examined, teachers and parents produced six common categories. These are 1) a complex situation, 2) a situation that requires effort, 3) a situation that makes you feel different from the others, 4) a situation that creates a feeling of not knowing what to do, 5) a challenging situation, and 6) a situation where progress is slow. Except for these common categories, parents have also produced the category of a situation that feels desperate. When the metaphors produced are considered from both parent and teacher perspectives, it is seen that the perception about SLD is generally negative. [ABSTRACT FROM AUTHOR]

This study aims to examine in-depth the practices and the problems of primary school teachers in identifying and eliminating reading and writing difficulties. The current study employed phenomenology method, one of the qualitative research designs and the data of the study were collected through observation and interview techniques. Criterion sampling, one of the purposeful sampling methods was utilized in determining study group. Six primary school teachers were selected in accordance with the determined criteria to collect the interview data. To collect observation data, 3 primary schools were selected and a total of 16 hours of observation was made. According to the findings, most of the teachers did not receive education about identifying students with reading and writing difficulties, conducting studies with these students, and preparing materials, activities, and etc. suitable for them. Moreover, primary school teachers expressed that although there were some disadvantages of inclusive education, students with reading and writing difficulties should continue their education in inclusive classes. However, the necessity of providing supplementary support to these students in addition to inclusive education was frequently emphasized. When the practices of primary school teachers with students having reading and writing difficulty were examined, it was observed that they generally used letter/syllable trinkets, gamification, letter cards, individual syllable work, memorization assignments, dictation work, story reading, drama and colored syllables. On the other hand, it was determined that methods, techniques or strategies that stated to be effective in the literature were either used very little or not at all in classrooms. [ABSTRACT FROM AUTHOR]

In this study, the POW + C-SPACE (Pick my idea-Organize my notes-Write and say more + Characters-Setting-Purpose-Action-Conclusion-Emotions) strategy developed on the basis of the self-regulated strategy development model (SRSDM) was presented through families to improve the story-writing skills of children with writing difficulties (WD) and its effects were evaluated. The study employed a multiple probe design with probe conditions across subjects, one of the single-subject research models. The study group consisted of three mothers and their children with WD. Mothers were taught the POW + C-SPACE strategy and were asked to present what they learned to their children at home. As a result of the study, it was concluded that when the POW + C-SPACE strategy was presented through parents, it was effective in developing the story-writing skills of children with WD. [ABSTRACT FROM AUTHOR]

Students with specific learning difficulties (SpLD) often appear to experience poorer educational and occupational outcomes than their peers. It is important to consider how these outcomes may be perpetuated by stereotypes and stigma associated with SpLD. One hundred and fifty-four primary (elementary) school teachers from the United Kingdom were presented with vignettes describing students with and without SpLD, and asked to provide information regarding how they would respond to these students. Results suggested a divergent response, with teachers exhibiting lower expectations of students with SpLD. When these students experienced failure, teacher feedback was more positive, frustration was lower, sympathy was higher, and expectation of future failure was stronger for students with SpLD. This response could be interpreted as being based in a deficit medical view of SpLD that uses stereotyped and stigmatised information rather than actual student abilities. This should not be the intention or result of inclusive educational practice. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Medical students who are diagnosed with a specific learning difficulty (SpLD) will typically receive a reasonable adjustment within examinations in the form of modified assessment provision (MAP). This study investigated whether the timing of SpLD diagnosis and subsequent implementation of MAP has an impact on performance in applied medical knowledge multiple choice question (MCQ) assessments. Method: The MCQ performance of 108 students diagnosed with SpLD who received a MAP was monitored and compared with 1960 students who received an unmodified assessment, over 5 years of a medical program. Students who received a SpLD diagnosis in the latter years of the program were identified as not receiving a MAP in assessments prior to diagnosis. Results: Differences were found between declaration and diagnosis, with 44.4% of students who declared and 48.1% who did not declare subsequently receiving a diagnosis. Students with SpLD who receive a MAP increase their applied medical knowledge assessment performance, although there is a delay of up to a year for this impact to reach significance. Conclusion: Early diagnosis of SpLD is necessary to ensure the intended benefit is received from MAP. [ABSTRACT FROM AUTHOR]

The objective of this study is to investigate the way that children aged 7-16 (N=67) with specific learning difficulties performed on pattern recognition tasks emphasizing orthographic or phonological processing. The total sample was subdivided into 6 categories which are characterized by reading difficulty (n=11); writing difficulty (n=11); difficulty with reading and writing (n=12); difficulty with reading, writing and mathematics (n=10); garden variety poor reader group (n=10) and a normal control (n=13). The pattern recognition tasks were varied into three levels: sound identification, word identification, identification of soundword match. For each of the pattern recognition task the stimuli were presented on a LCD screen. In each trial the subject had a target which he had to discriminate from the non- targets. The subject responded by pressing a specific key to the targets and pressed another key to the non-targets. In each case the proportion of correct responses were taken. Nonparametric statistical techniques were applied for finding out the group difference. The result suggests that group differences are significant at .01 level for the tasks having more reliance on orthographic skills but not in task which requires only phonological processing (sound identification). Thus, the tasks loaded with orthographical processing skill better differentiate the present sample groups than the tasks involve phonological processing skills. The present finding shows greater role of orthographical skill responsible for visual word identification against the backdrop of existing controversial theoretical body. The result is helpful to design the intervention strategy for the specific learning disability with greater importance to visual word processing skills. [ABSTRACT FROM AUTHOR]

The aim of the present study is to explore the relationship between specific learning difficulty and different aspects of psychopathology in upper primary children. 90 children with learning difficulty were assessed on various dimensions of psychopathology and learning difficulty. The mean age of the participants was 11.39 with a standard deviation of 0.63. The tools included Developmental Psychopathology Checklist, the arithmetic section of the NIMHANS Battery for Specific Learning disorder and a teacher rated Visual Analogue Scale. Learning difficulty was found to be associated with developmental history, developmental problems, hyperkinesis, emotional disorders, psychotic behaviour, total psychopathology, psychosocial stressors and teacher reported problems. The study points to the need to address psychosocial concerns of children with learning difficulty. [ABSTRACT FROM AUTHOR]

The aim of the present study was to examine the efficacy of vedic mathematics training on children with specific learning difficulty. The mean age of the participants was 11.39 with a standard deviation of 0.63, and were divided into three groups. One group underwent training in Vedic Mathematics, the second group underwent conventional remediation for mathematics and the third group had sessions on general knowledge. The tools included Diagnostic Arithmetic Test (DAT) from the NIMHANS index of learning disability and a Visual Analogue Scale. One way Analysis of Variance showed that children who underwent Vedic Mathematics training and Remediation training performed significantly better on the DAT at post training assessment. The study points the option of including Vedic Mathematics Training in Schools to help children understand mathematics concepts better. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim: To give an overview of the condition known as grapheme-colour synaesthesia, and examine whether there is a need for orthoptists to be aware of its existence and potential impact when it coexists with other conditions, such as specific learning difficulty and Meares-Irlen syndrome. Methods: A literature-based review was performed. Relevant material was identified using the University of Liverpool library catalogue, Google, PubMed and Web of Knowledge. The focus was on relevant research published within the last 15 years. Results: Evaluation of the literature shows that grapheme-colour synaesthesia is thought to arise from increased structural connectivity between brain areas involved in the processing of colour and visual word forms. The grapheme-colour linkages are very specific and long-standing, possibly congenital, and the condition is probably genetic. It is more common than previously thought, and could potentially coexist with visual perceptual difficulties such as dyslexia and Meares-Irlen syndrome. However, due to a lack of awareness of the condition it is rarely diagnosed. As grapheme-colour synaesthesia appears to have an impact on reading and mathematical ability, it is relevant to the orthoptist’s extended role in assessing children with these conditions. Conclusion: Grapheme-colour synaesthesia is more common than previously thought, and although more research is needed to establish the true impact of grapheme-colour synaesthesia on other visual conditions, the orthoptist may wish to consider including the condition in the list of differential diagnoses in cases of specific learning difficulty and Meares-Irlen syndrome.

This article explores the topic of diversity in the teaching workforce though the enactment of policy concentrating on teachers with dyslexia within the Further/Vocational Education and Training sectors of England and Finland. Two research projects from Finland and England focusing, respectively, on individual teachers’ perspectives and managers’ understandings of hidden diversity (such as dyslexia) are re-analysed through the use of the distinction between the ostensive and the performative aspects of organisational routines. The article contributes a new application of theory by drawing upon organisational routines as sources of flexibility and change rather than continuity alone. Avoiding the confusion between the ostensive and performative aspects of routines enables a more dynamic and emancipatory understanding of the identification and support for the promotion of workforce diversity to emerge. [ABSTRACT FROM PUBLISHER]

As students transition to higher education, the acquisition of study skills, executive functioning skills, as well as life skills, becomes an important set of transferable skills in enabling them to learn and work more efficiently, thereby maximising their potential as well as the full benefit of their time and effort. The English Language and Literacy Division (ELL) at the Dyslexia Association of Singapore (DAS) developed the iStudySmart™ programme, which adopts an online learning approach which includes e-learning, that aims to empower students with learning differences in the areas of time management and prioritisation, planning and organisation, tertiary writing and presentation skills. The aims of iStudySmart™ were not only to bridge the gap in intervention and resources catered for students with learning challenges at the tertiary level but also to keep abreast with changing times, demands and expectations observed in the education sector. As dyslexia is a life-long learning difference, specialist support should ideally continue into postsecondary. Certainly, with the acquisition of essential study skills and techniques introduced and covered in iStudySmart™, we hope to develop our students to become self-directed, independent and responsible learners (which are traits and characteristics expected at tertiary level) but more importantly, build a strong foundation for them to be able to reach their goals and aspirations not only in school but also in their future workplace. This paper evaluates the relevance and effectiveness of iStudySmart™ and also measures the students' self-confidence, motivation, and independence through the administration of pre-and post-questionnaires. Further, qualitative data comprising testimonials from parents revealed high levels of satisfaction and recognition of the value of the approach. Results indicate that all aspects of the iStudySmart™ intervention were effective, with moderate and large effect sizes for planning and organisation, tertiary writing and presentation, although the students had not yet learnt to consistently apply the time management and prioritisation strategies learnt on the programme. [ABSTRACT FROM AUTHOR]

Successful transition from primary to secondary school is important for psychosocial well-being. Children with special educational needs ( SEN) may face additional complexities at transition, although the impact of this process on children's psychosocial adjustment has been underexplored. The article aims to review systematically the literature exploring the impact of transition on the concerns and psychosocial adjustment of children with SEN in comparison to typically developing children. Published studies were identified through a systematic search of six electronic databases. Articles fulfilling inclusion criteria were reviewed and a quality criteria system was developed to rank studies. Children with specific learning difficulties perceive lower levels of social support and more peer victimisation after transition than typically developing children, but methodological limitations and the modest number of studies restricted the conclusions that could be drawn. [ABSTRACT FROM AUTHOR]

The prevalence of nursing students with specific learning difficulties enrolled on pre-registration nursing programmes and the impact that this diagnosis has on their programme outcomes are currently unknown. The aim of this paper is to report on data that explored and compared the academic journey of students with and without learning difficulties on pre-registration nursing degree programmes. A retrospective cohort design. One university in the UK offering BSc Honours Degree programmes in Adult and Mental Health Nursing. Pre-registration adult and mental health nursing students (n = 1152) enrolled in the programmes between 2012 and 2016. Pearson's Correlation, ANOVA and crosstabulation were used to identify the differences and associations between each group of students with the outcome variables grade percent average and programme completion. A total of 12.5% of the students were identified as having a diagnosed specific learning difficulty and were entitled to reasonable adjustments. The analysis shows that their grade percent average and completion rates are equivalent to students without a specific learning difficulty. The differences between students with a specific learning difficulty and those without are small across the variables measured. Reasonable adjustments appear to mitigate the learning difficulties that students with specific learning difficulties have. Educators need to continue to promote ways of identifying students with specific learning difficulties as early as possible in the student's academic journey. Responsive adjustments in teaching and assessment in theory and practice components should be implemented to ensure that all students' opportunities to succeed are maximised. [ABSTRACT FROM AUTHOR]

This paper describes the elementary subskills children need to acquire in order to become skilled readers. A model of the skilled adult reading system is used for characterizing the different types of reading difficulties one sees in children, in terms of what reading subskills a child is having particular difficulty acquiring, and also used for developing a systematic method for assessing how well a child is acquiring each of the reading subskills. The model is also helpful in the selection or design of targeted treatment methods for assisting children who are having difficulties in learning to read. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine whether children's perceptions of their own competence levels reflected their actual strengths and weaknesses (Specificity Hypothesis) or transcended these (Generality Hypothesis). Harter and Pike's measure of self-perception was administered to 163 prematurely born 6-year-olds with or without motor co-ordination and/or reading problems. Associations between children's self-perceptions and their scores on standardised tests of motor co-ordination and reading were assessed in three distinct ways. These analyses produced converging results: self-perceptions of physical competence were associated specifically with performance on the Movement ABC Test, and self-perceptions of cognitive competence were associated specifically with performance on the BAS Word Reading Scale. Our results support the Specificity Hypothesis. [ABSTRACT FROM AUTHOR]

Background: Specific learning difficulties (SpLD) include several disorders such as dyslexia, dyscalculia, and dysgraphia, and the children with these SpLD receive special education. However, the studies and the educational material so far focus mainly on one specific disorder., Objective: This study's primary goal is to develop comprehensive training material for different types of SpLD, with five serious games addressing different aspects of the SpLD. The second focus is measuring the impact of adaptive difficulty level adjustment in the children's and their educators' usability and technology acceptance perception. Receiving feedback from the children and their educators, and refining the games according to their suggestions have also been essential in this two-phase study., Methods: A total of 10 SpLD educators and 23 children with different types of SpLD tested the prototypes of the five serious games (ie, Word game, Memory game, Category game, Space game, and Math game), gave detailed feedback, answered the System Usability Scale and Technology Acceptance Model (TAM) questionnaires, and applied think-aloud protocols during game play., Results: The games' standard and adaptive versions were analyzed in terms of average playtime and the number of false answers. Detailed analyses of the interviews, with word clouds and player performances, were also provided. The TAM questionnaires' average and mean values and box plots of each data acquisition session for the children and the educators were also reported via System Usability Scale and TAM questionnaires. The TAM results of the educators had an average of 8.41 (SD 0.87) out of 10 in the first interview and an average of 8.71 (SD 0.64) out of 10 in the second interview. The children had an average of 9.07 (SD 0.56) out of 10 in the first interview., Conclusions: Both the educators and the children with SpLD enjoyed playing the games, gave positive feedback, and suggested new ways for improvement. The results showed that these games provide thorough training material for different types of SpLD with personalized and tailored difficulty systems. The final version of the proposed games will become a part of the special education centers' supplementary curriculum and training materials, making new enhancements and improvements possible in the future., (©Oguzcan Yildirim, Elif Surer. Originally published in JMIR Serious Games (https://games.jmir.org), 31.05.2021.)

Objectives: To explore the disclosure decisions made in the workplace by physiotherapy staff with a specific learning difficulty (SpLD)., Design & Setting: An exploratory qualitative design was used, which was informed by the social model of disability. The research was undertaken in North West England. It is presented according to the Consolidated Criteria for Reporting Qualitative Research., Participants: A purposive sample of eight physiotherapists recognised as having a SpLD were recruited. All participants had studied on one of two programmes at a university in England between 2004-2012. Their NHS workplace experience was from across the UK., Data Generation: In-depth, semi-structured interviews were undertaken within the university setting or via telephone. Interviews lasted 40 to 70minutes and were digitally recorded. An interview guide was used to direct the interview., Data Analysis: Interview data were transcribed verbatim and analysed using thematic analysis., Findings: Four participants were female. The mean number of years qualified as a physiotherapist was 4.5years (SD=2.27). Three themes were identified: 'Disclosing during the workplace application'; 'Positive about disabled people scheme'; 'Disclosing in the workplace'., Conclusions: Disclosure of dyslexia is a selective process and is a central dilemma in the lives of individuals who have a concealable stigmatised identity. As a consequence, physiotherapy staff with dyslexia may choose to conceal their disability and not disclose to their employer. In order for staff with dyslexia to get the support they need in the workplace, disclosure is recommended. A number of recommendations have been made to facilitate the disclosure process., (Copyright © 2017 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.)