Abstract

From the mid‐1990s, there have been a number of campaigns
aimed at raising awareness of dyslexia and social
inclusion. In conjunction with these campaigns, educational
and employment policies have been implemented that
advocate inclusive and workplace adjustments for people
with dyslexia. This study aims to explore the intersectional
relationship between dyslexia and socio‐economic status.
The findings analyse adult perceptions of education and
employment, which have been shaped by 23 years of social
policies promoting anti‐discriminatory practice. The study
applies a quantitative approach, which collected data from
a national survey conducted from 2015 to 2017. The sample
consists of 442 adult participants who reported having
dyslexia. The social model of disability has been applied in
this study to interpret the data findings from a disability
studies perspective. The article suggests that socioeconomic
status significantly affects issues of diagnosis,
educational, and employment experiences. The findings
illustrate an intersectional relationship between socioeconomic
status and disability inequalities, which have an
effect on the experiences of people with dyslexia in
adulthood.