A critical theory analysis of exams within higher education and the support provided for students with dyslexia

Price, Philip (2023). A critical theory analysis of exams within higher education and the support provided for students with dyslexia. Student dissertation for The Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth.

This dissertation was produced by a student studying the Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth. The research showcased here achieved a Distinction.
Please note that this student dissertation is made available in the format that it was submitted for examination, thus the author has not been able to correct errors and/or departures from academic standards in areas such as referencing.
Copyright resides with the author.

DOI: https://doi.org/10.21954/ou.ro.000175b7

Abstract

While improvements have been made to support students with dyslexia studying at higher education level issues of equity, disadvantage, and equality exist. The main aims of this study were to investigate the implications of exams on students with dyslexia studying at higher education level, the support that they receive and the power relations that exist between students and higher education institutions. While the literature review revealed several implications for students with dyslexia when faced with an exam it also revealed a complex and intertwined network of power relations between students with dyslexia, the institutions they study at, and the exam as a dominant assessment practice.