It’s more than words : dyslexia and adult education

Abstract

This study explores the lived experience of adults with dyslexia (AWD) in Malta within adult education (AE). The study addresses the under-researched lifelong impact by examining the barriers AWD faced and the perspectives of professional stakeholders working in education, advocacy, and policy. Guided by a social constructivist paradigm, 15 participants - eight AWD and seven professionals - shared their experiences through one-time, in-depth semi- structured interviews. Reflexive Thematic Analysis was used for data interpretation, with researcher reflexivity embedded throughout the process. Socio-Cultural Theory, Self- Determination Theory, and Universal Design for Learning, contextualised the findings. The findings elicited four key themes from AWD: internal struggles with identity; turning educational barriers into pathways; emotional resilience to navigate stigma, anxiety, and lifelong effects; and effective strategies. Themes from professionals included the impact of late diagnosis; bilingualism as a systemic barrier; AT underuse and untapped potential of UDL; educator undertraining; reframing dyslexia from deficit to strength; and a collective appeal for an inclusive future through policy reform and cross-sector collaboration. The findings call for inclusive AE policies, increased investment in AT, and targeted training for educators and employers. Emphasising empowerment and learner agency, the study advocates for a national, collaborative approach to dyslexia support that bridges the gap between policy and practice.