Exploring the Experiences of Adults With ADHD and/or Dyslexia in Structured Workplace Learning Events

Abstract

The purpose of this qualitative study was to explore the experiences of adults with ADHD and/or dyslexia in formal workplace learning. The research, through the lens of Critical Disability Theory was conducted in a basic qualitative approach with a dialogic intervention (focus group) with the goal to elevate the voices of participants and provide a safe space for dialog. The study was guided by two research questions: ‘How do adults with ADHD and/or dyslexia describe their experience with formal workplace learning?’ and ‘How do they advocate for their learning needs?’

During interviews, participants shared their experiences in learning, learning preferences and experiences in the workplace. The focus group was engaging and resulted in participants sharing their experiences, supporting each other, and sharing that they didn’t feel so alone after talking with each other. From the data, five dimensions emerged: learning strategies and tactics, emotional and psychological experience, organizational influences, advocacy, and opportunities for enhancing inclusivity. These dimensions and their respective themes provide insight into the diverse learning needs of adults with ADHD and/or dyslexia, the need for improved instructional design processes, and better organizational support and inclusive practices.

The findings from this study contribute to Critical Disability Theory, Universal Design for Learning (UDL) and provide insights for future research, practitioner guidance, and recommendations for organizations on how to improve inclusivity and the experiences of their neurodiverse workforce. This includes the development of a toolkit to help guide organizations and practitioners in the development and delivery of training that aligns to UDL principles. Furthermore, this research helps to fill the current gap regarding the experiences of adults with ADHD and/or dyslexia in workplace learning, as much of the existing research in this space is focused on children.