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This study aims to explore the intersectional relationship between dyslexia and socio\u2010economic status. The findings analyse adult perceptions of education and employment, which have been shaped by 23\u00a0years of social policies promoting anti\u2010discriminatory practice. The study applies a quantitative approach, which collected data from a national survey conducted from 2015 to 2017. The sample consists of 442 adult participants who reported having dyslexia. The social model of disability has been applied in this study to interpret the data findings from a disability studies perspective. The article suggests that socio\u2010economic status significantly affects issues of diagnosis, educational, and employment experiences. 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