Social relationships of individuals with Dyslexia in Malta

Abstract

This study investigates social relationships of individuals with Dyslexia. Four adults with dyslexia aged between 18 to 25 participated in this study. A qualitative research method was implemented, and data was collected using semi-structured interviews. Data from interviews was transcribed and analysed using Interpretative Phenomenological Analysis. Five major themes were elicited from data analysis: The Diagnosis, Challenges that come with Dyslexia, Dealing with discrimination, Are there social consequences? and The Support System makes a difference. The main findings of study suggested that individuals with dyslexia do not suffer from significant impairments in their social skills and social experiences. Nonetheless, they face a multitude of challenges that transcend the academic context and reflect into their personal lives, challenges such as anxiety and intense stress. Furthermore, individuals with dyslexia have to deal with discrimination, which is a result of poor understanding and awareness surrounding their learning disability. Finally, findings state that a stable and present support system is essential for individuals with dyslexia to achieve better results academically and have more positive emotional experiences and self-esteem.