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Dyslexia and policing

Dyslexia and policing The purpose of this paper is to explore the experiences of officers/civilians with dyslexia serving in the police service in England and Wales. Although there has been a growing body of research which has analysed the experiences of offenders and victims with dyslexia, there have been few studies focusing on the experiences of police officers/civilians with this condition. This study employs the social model of disability to conceptualise the experiences of these police officers/civilians from a disability rights perspective.Design/methodology/approachThis applies a quantitative methodology to analyse data on disabling environments experienced by officers/civilians serving in a police service situated in the North of England. The paper collected data from 56 police employees previously diagnosed with dyslexia.FindingsThe findings reveal that a significant number of officers were reluctant to disclose that they had dyslexia to their police service. The choice to disclose was a key concern for officers/civilians, as this was directly linked to their experiences of stigmatisation, as well as the risk of their competences being questioned at work. The analysis presents evidence that, although officers/civilians have legal protections under the Equality Act 2010 (c15) in the UK, very few had experienced any form of “reasonable adjustment” in the workplace.Originality/valueDrawing on the social model of disability, the paper concludes that the police service must improve access to reasonable adjustment, for example, through the use of assistive technologies, to create a more inclusive and supportive working environment for their employees. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Equality Diversity and Inclusion: An International Journal Emerald Publishing

Dyslexia and policing

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References (49)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2040-7149
DOI
10.1108/edi-11-2018-0218
Publisher site
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Abstract

The purpose of this paper is to explore the experiences of officers/civilians with dyslexia serving in the police service in England and Wales. Although there has been a growing body of research which has analysed the experiences of offenders and victims with dyslexia, there have been few studies focusing on the experiences of police officers/civilians with this condition. This study employs the social model of disability to conceptualise the experiences of these police officers/civilians from a disability rights perspective.Design/methodology/approachThis applies a quantitative methodology to analyse data on disabling environments experienced by officers/civilians serving in a police service situated in the North of England. The paper collected data from 56 police employees previously diagnosed with dyslexia.FindingsThe findings reveal that a significant number of officers were reluctant to disclose that they had dyslexia to their police service. The choice to disclose was a key concern for officers/civilians, as this was directly linked to their experiences of stigmatisation, as well as the risk of their competences being questioned at work. The analysis presents evidence that, although officers/civilians have legal protections under the Equality Act 2010 (c15) in the UK, very few had experienced any form of “reasonable adjustment” in the workplace.Originality/valueDrawing on the social model of disability, the paper concludes that the police service must improve access to reasonable adjustment, for example, through the use of assistive technologies, to create a more inclusive and supportive working environment for their employees.

Journal

Equality Diversity and Inclusion: An International Journal – Emerald Publishing

Published: Aug 9, 2019

Keywords: Dyslexia; Quantitative methods; Social model of disability; Disabling barriers; Equality Act

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