Dyslexia is currently a controversial concept. In UK universities the number of students possessing a dyslexia diagnosis continues to increase. Legislation requires that teaching staff proactively adapt their pedagogic practices to effectively include students so diagnosed. These actions depend on lecturers having up-to-date, accurate knowledge of what the dyslexia label currently means. This study explored the nature and extent of UK lecturers’ awareness of, and attitudes towards, dyslexia and dyslexic students. One hundred and sixty-four lecturers working within a range of disciplines in 12 UK universities were surveyed via an online questionnaire. The findings revealed a very high degree of positivity towards both dyslexic students and academic accommodations like reasonable adjustments. The positivity, though, was typically underpinned by inadequate awareness of current dyslexia research knowledge. Notable consequences included confusion and feelings of inadequacy around how best to meet the needs of dyslexic students, a resultant sole reliance on statutory generic reasonable adjustments, and a worrying disinclination to fully engage with related disability and equity issues. The study’s quantitative estimate of the extent of these findings amongst a large and diverse participant group, together with its analysis of cross and inter-institutional differences, add a new dimension to existing

中文翻译：

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英国高等教育讲师对阅读障碍、阅读障碍学生和相关残疾规定的看法

阅读障碍目前是一个有争议的概念。在英国大学中，被诊断为阅读障碍的学生人数继续增加。立法要求教学人员主动调整他们的教学实践，以有效地将被诊断出的学生纳入其中。这些行动取决于讲师对阅读障碍标签目前的含义有最新、准确的了解。本研究探讨了英国讲师对阅读障碍和阅读障碍学生的认识和态度的性质和程度。通过在线问卷调查了在英国 12 所大学的一系列学科中工作的 164 名讲师。调查结果显示，对阅读障碍学生和学术调整（如合理调整）都表现出非常高的积极性。不过，积极的一面，通常是由于对当前阅读障碍研究知识的认识不足。显着的后果包括在如何最好地满足阅读障碍学生的需求方面感到困惑和不足，因此只依赖法定的通用合理调整，以及令人担忧的不愿意充分参与相关的残疾和公平问题。该研究对这些发现在一个庞大而多样化的参与者群体中的范围进行了定量估计，连同对跨机构和机构间差异的分析，为现有的研究增加了一个新的维度。以及令人担忧的不愿意充分参与相关的残疾和公平问题。该研究对这些发现在一个庞大而多样化的参与者群体中的范围进行了定量估计，连同对跨机构和机构间差异的分析，为现有的研究增加了一个新的维度。以及令人担忧的不愿意充分参与相关的残疾和公平问题。该研究对这些发现在一个庞大而多样化的参与者群体中的范围进行了定量估计，连同对跨机构和机构间差异的分析，为现有的研究增加了一个新的维度。