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This article reports phase one findings from a mixed methods study examining guidance counselling needs of clients with dyslexia within the Adult Education Guidance Initiative (AEGI). Grounded in a social justice paradigm and pragmatic methodology, an online survey gathered insights from AEGI guidance practitioners on complexities of supporting this “hidden” disability. 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This article will discuss the findings from phase one of a mixed methods research study, which is investigating the guidance counselling needs of clients with dyslexia within the Adult Education Guidance Initiative (AEGI) . The research is underpinned by a social justice paradigm and a pragmatic methodology. So far, an online survey has provided insights from AEGI guidance practitioners on the complexities of provision to clients with this ‘hidden’ disability. The ‘lived realities’ of adult learners with dyslexia is currently being explored in phase two of the study.  \nKeywords: (adult guidance counselling, adult learners, dyslexia, social justice)  \nIntroduction  \nThis article will discuss the findings of the first of two phases of an empirical research study. The overall aim of the study is to investigate the guidance counselling needs of clients with dyslexia in the Irish further/adult education sector in order to inform the development of a framework for provision within the Adult Educational Guidance Initiative (AEGI). Guidance is now strongly positioned asa tool for “assisting citizens to overcome gender, ethnic, age, disability, social class and institutional barriers to learning and work”(OECD, 2004, p.70). The study is motivated by a social justice perspective where the elimination of barriers to full participation in education, employment and decision making for adult learners with dyslexia are prioritised (Irving, 2005; Young, 1990). This is mirrored in the study’s methodological framework where a mixed methods design is being used to address issues of social justice in educational research (Denzin, 2012).  \nFirstly, in this article, the policy context is examined and literature related to adult dyslexia and adult guidance is critiqued. The overall methodology and the methods of data collection and analysis are then outlined. The findings from phase one, an online survey with AEGI guidance counsellors, will be discussed. The article concludes with a discussion of the overall findings to date and their implications for practice.  \nPolicy context  \nThe social justice movement has been concerned with civil rights issues related to ability, race, gender, sexuality and social class (Young, 1990). While thereis a general agreement, regardless of political and ideological background, about the importance of social justice, there are different ideas about how to embed social justice within the career profession (Arthur, 2008) . The distributive model of social justice is perhaps the most prominent in current policies (Irving, 2005). For example, ‘lifelong learning’ is framed by a distributive social justice discourse with a focus on responsibilisation, flexicurity and career management skills (CMS) in Ireland and abroad (DES, 2000; Grummell, 2007; Sultana, 2012). There is an onus on individuals to engage in lifelong learning to increase their productive potential (Irving, 2005) .  \nThe distributive model has been criticised for implying that a person’s value is connected to his/her economic and productive potential where the main barrier to employment is oneself, rather than social context (Arthur, 2008; Grummell, 2007). Accessibility and inclusion issues are pronounced in disability, education and employment policy discourse (DES, 2000; DES, 2001; European Commission, 2010; OECD, 2004). However, Irving (2005) argues that the frequent use of words such as‘inclusion’ simplifies complex social issues and does little to create an inclusive society. There has also been a move towards a social model to disabilities, which is linked to the distributive perspective and highlights the importance of equal opportunities (Irving 2005). This model","cbCaibC7Adjv3RtT","https://ap.wps.com/l/cbCaibC7Adjv3RtT","pdf",258102,14,"English","# Abstract\n# Introduction\n# Policy context\n# Dyslexia – A hidden disability","[{\"question\":\"What is the purpose of the study on dyslexia and guidance counselling?\",\"answer\":\"The study investigates the guidance counselling needs of clients with dyslexia in Ireland’s further and adult education sector to inform a framework for service provision within the AEGI.\"},{\"question\":\"What research approach and methods are used in the study?\",\"answer\":\"The study uses a mixed methods design underpinned by a social justice paradigm and pragmatic methodology, including an online survey for phase one.\"},{\"question\":\"Why is dyslexia described as a “hidden” disability in the article?\",\"answer\":\"The article highlights that adult learners’ dyslexia-related experiences and support needs are complex and may not be readily visible, so practitioners’ accounts help illuminate these “hidden” realities.\"}]","An Investigation of the Guidance Counselling Needs of Adults with Dyslexia in the Adult Educational Guidance Initiative (AEGI) | PDF",1792065164,35]