Dyslexia in higher education

The number of students with learning disabilities in post-secondary institutions has grown substantially, and those dyslexia compile the largest subgroup. This study explores utility conceptualization by analyzing subjective experiences 30 from two 2-year institutions. Interviews confirmed that these exhibited dyslexic traits, findings indicated they used a variety approaches to succeed academically despite perceived disability. None strategies were related repairing phonological deficit. Instead, relied on development compensatory skills, e.g., internal strengths, improve maximize performances.   Key words: Adult dyslexia, compensated dyslexic, disabilities.