Teaching and Learning Conference 2019: Dyslexia diagnosis: Inconsistencies in assessment practices and the need for a holistic approach to support

The emotional wellbeing of dyslexic individuals is given low priority (Alexander-Passe 2006) and a call for a parallel assessment of emotional wellbeing for undergraduate students with dyslexia has perhaps gone unheard (Carroll and Iles 2006). Presented are data from 20 semi-structured interviews with dyslexic adults as part of a larger mixed-methods project into the impact of dyslexia diagnosis. Emerging themes include the timing and focus of diagnostic assessment dyslexia awareness disclosure of disability and metacognition. These interviews offer some insight into achieving a more holistic approach to meeting the needs of dyslexic individuals to include wellbeing support and services.