{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,11,5]],"date-time":"2026-11-05T23:50:08Z","timestamp":1793922608897,"version":"4.8.0"},"reference-count":65,"publisher":"AOSIS","license":[{"start":{"date-parts":[[2025,5,16]],"date-time":"2025-05-16T00:00:00Z","timestamp":1747353600000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["AJOD"],"abstract":"<jats:p>Background: Dyslexia is a neurodevelopmental disorder that affects reading, writing and spelling. While it is often identified and accommodated in educational settings, employees with dyslexia (EWD) may still face challenges in the workplace as they continue to struggle with this disability throughout their adult lives. While dyslexia can pose challenges for adults in the workplace, accommodations and support measures are available to help mitigate these difficulties.\n\nObjectives: This study explored the nature of organisational support provided to EWD within South African organisations.\n\nMethod: This qualitative research study adopted a constructivist paradigm and applied a qualitative descriptive research strategy. The research approach involved conducting 15 (N = 15) semi-structured virtual interviews with EWD.\n\nResults: Employees with dyslexia identified challenges related to dyslexia. Some reported efficient organisational support, while others felt it was lacking. Many used adaptive strategies to cope with daily difficulties. Recommendations were made to improve support for EWD.\n\nConclusion: Employees with dyslexia\u2019s experiences can inform the development of inclusive policies and practices supporting these individuals. Moreover, EWD highlighted the importance of raising awareness and promoting a culture of inclusivity and support for dyslexia within South African organisations.\n\nContribution: The study contributes to the literature on dyslexia and the workforce regarding organisational support within a South African context and has captured the need to encourage heightened awareness, empathy and equitable practices within organisations.<\/jats:p>","DOI":"10.4102\/ajod.v14i0.1597","type":"journal-article","created":{"date-parts":[[2025,5,16]],"date-time":"2025-05-16T10:27:01Z","timestamp":1747391221000},"update-policy":"https:\/\/doi.org\/10.4102\/crossmark-policy","source":"Crossref","is-referenced-by-count":2,"title":["Organisational support for employees with dyslexia: An explorative study in South Africa"],"prefix":"10.4102","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0315-465X","authenticated-orcid":false,"given":"Carmen","family":"Venter","sequence":"first","affiliation":[{"id":[{"id":"https:\/\/ror.org\/010f1sq29","id-type":"ROR","asserted-by":"publisher"}],"name":"North-West University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5088-0523","authenticated-orcid":false,"given":"Lizelle","family":"Rossouw","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/010f1sq29","id-type":"ROR","asserted-by":"publisher"}],"name":"North-West University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2580","published-online":{"date-parts":[[2025,5,16]]},"reference":[{"key":"ref0","doi-asserted-by":"crossref","unstructured":"Alexander-Passe, N., 2015, \u2018The dyslexia experience: Difference, disclosure, labelling, discrimination and stigma\u2019, Asia Pacific Journal of Developmental Differences 2(2), 202\u2013233. https:\/\/doi.org\/10.3850\/S2345734115000290","DOI":"10.3850\/S2345734115000290"},{"key":"ref1","unstructured":"American Psychiatric Association, 2022, What is a specific learning disorder?, American Psychiatric Association, viewed 22 June 2023, from https:\/\/www.psychiatry.org\/patients-families\/specific-learning-disorder\/what-is-specific-learning-disorder."},{"key":"ref2","unstructured":"American Speech-Language-Hearing Association, 2025, Augmentative and Alternative Communication (ACC), viewed 12 March 2025, from https:\/\/www.asha.org\/public\/speech\/disorders\/aac\/?srsltid=AfmBOopaDcDNhPyYXdXtCf5zJYkd41GEI4ys0iMf8xuZQY8IhvHXkJCP."},{"key":"ref3","unstructured":"Anney, V.N., 2014, \u2018Ensuring the quality of the findings of qualitative research: Looking at trustworthiness criteria\u2019, Journal of Emerging Trends in Educational Research and Policy Studies 5(2), 272\u2013281."},{"key":"ref4","unstructured":"Ary, D., Jacobs, L.C., Razavieh, A. & Sorensen, C., 2019, Introduction to research in education, Cengage Learning, London."},{"key":"ref5","doi-asserted-by":"crossref","unstructured":"Bartlett, D., Moody, S. & Kindersley, K., 2010, Dyslexia in the workplace: An introductory guide, 2nd edn., Wiley-Blackwell, Boston.","DOI":"10.1002\/9780470669341"},{"key":"ref6","doi-asserted-by":"crossref","unstructured":"Beetham, J. & Okhai, L., 2017, \u2018Workplace dyslexia & specific learning difficulties \u2013 Productivity, engagement and well-being\u2019, Open Journal of Social Sciences 5(6), 56\u201378. https:\/\/doi.org\/10.4236\/jss.2017.56007","DOI":"10.4236\/jss.2017.56007"},{"key":"ref7","unstructured":"Beukelman, D. & Light, J., 2020, Augmentative and alternative communication: Supporting children and adults with complex communication needs, Paul H. 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