Dyslexia, “Invisible Epidemic” Underdiagnosed, Overlooked and Hidden but Highly Toxic
Tyann L. Mosley, LPC, Mercer University
Abstract: This practice session is to offer educators a clear definition of Dyslexia and its effect on
students seeking post-secondary education. The aim is to increase educator’s awareness of the truths and
myths about Dyslexia and how to better assist dyslexic students within the college setting. The
conversation explores how Dyslexia can truly prevent students from seeking higher education due the
majority of dyslexic students having lower rates of attending college, low self-esteem and higher anxiety
when it comes to past and present educational history. Dyslexia can present with several other learning
disabilities so can it easily be underdiagnosed, overlooked and hidden. Proper and early diagnosis of
Dyslexia is essential to advancing dyslexic students to higher education. Assisting educators to develop
an understanding about the “Invisible Epidemic” of dyslexic college students can bring about a change in
the view of Dyslexia. Hopeful educators will be encouraged to use the reading, writing and assistive
technology: An integrated development curriculum which includes the new assistive technology and
innovated methods in the educational setting.
Literature Review
The number of students with learning disabilities enrolling in colleges and universities is increasing each year. As
students graduate to higher level educational environments, students with learning disabilities are assured services
by Section 504 of The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA)(Hadley,
2007). However, once in college the student must advocate for themselves about the services they need while
matriculating. Self-advocating is definitely a great quality to develop however with the stressors of becoming a
freshman in college and being a Dyslexic student self-advocating can be overwhelming. Dyslexic students have
shown a higher level of anxiety (Carroll & Iles, 2006) in the higher educational setting. Since our education system
is still learning about Dyslexia a large majority of dyslexic students struggle with low self-esteem and higher anxiety
when it comes to past and present educational history (Carroll & Iles, 2006). Dyslexia, together with most cognitive
disabilities, can also be characterized as a ‘hidden’ disability. Unlike physical disabilities, which are often obvious to
the observer, cognitive disabilities can rarely be seen directly (Tops, Callens, Lammertyn, Vanttees & Brysbaert,
2012). Research reveals if the Dyslexic student attends a university the rate of completion is lower than the
average college students without the necessary academic supports (Hadley, 2007). Literature states in order to truly
support the Dyslexic college student the universities much first conduct proper testing to first identify Dyslexia
(Nichols, McLeod &Holder, 2009). With reading, writing, and assistive technology the use of integrated
development curriculum has been recognized to assist the Dyslexic college student to successfully graduate from a
college setting (Engstrom, 2005).
Goals and Objectives
1)
2)
3)
4)
5)
To offer a clear and concise definition of Dyslexia.
To understand the importance of proper screening of Dyslexia for college students.
To understand how having freshman self-advocating for services could increase their anxiety.
To remove myths and replace truths about Dyslexia and dyslexic students.
To show why dyslexic students may have lower attendance rate for colleges, low self-esteem and anxiety
connected with past and present education.
6) Briefly demonstrate how to use the reading, writing, and assistive technology: An integrated developmental
curriculum
Discussion
To make post-secondary educators aware of how Dyslexia is the “Invisible Epidemic” among college campuses. To
disband the myths surrounding Dyslexia focused on the student’s academic ability. To understand the lasting
damage of underdiagnosing dyslexia in regards to the student’s desire to further their education along with low selfesteem and anxiety connected with past and present education. To create the necessary educational environment for
dyslexic students to successful attend and complete college with the use of the reading, writing and assistive
technology: An integrated development curriculum.
References
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education: Development of the ‘resistance-accommodation’ model. British Journal of Special Education,
95-102.
Carroll, J., & Iles, J. (2006). An Assessment of Anxiety Levels in Dyslexic Students in Higher Education. British
Journal of Educational Psychology, 651-662.
Engstrom, E. (2005). Reading, Writing, and Assistive Technology: An Integrated Developmental Curriculum for
College Students. Journal of Adolescent & Adult Literacy, 30-39.
Foss, B. (2013). The dyslexia empowerment plan: A blueprint for renewing your child’s confidence and love of
learning (1st ed.). The Random House Publishing Group.
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Tops, W., Callens, M., Lammertyn, J., Hees, V., & Brysbaert, M. (2012). Identifying students with dyslexia in
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