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Remedial and Special Education
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Personal Experiences and Adjustment of Dutch Adults with Dyslexia

Joop Hellendoorn

University of Leiden, the Netherlands, hellendoorn{at}rulfsw.leidenuniv.nl

Wied Ruijssenaars

University of Leiden

Twenty-seven Dutch adults (ages 20-39) with dyslexia participated in individual in-depth interviews about the way they coped with their life and their disability. The interviews were transcribed verbatim and qualitatively and quantitatively analyzed. Most participants felt a strong impact of the dyslexia on daily life and experienced many educational and career problems. School memories were mostly negative, but family relations were predominantly felt as positive and supportive. Parent-school cooperation was perceived as almost nonexistent. Many respondents reported social and emotional problems, but still perceived themselves as persevering and responsible. Parental support appeared to be a powerful predictor of adult adjustment and well-being. Those with positive elementary school experiences were more accepting of their disability. Some implications for parents and schools are discussed.

Remedial and Special Education, Vol. 21, No. 4, 227-239 (2000)
DOI: 10.1177/074193250002100405
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