‘I Am a Person Before My Label’: Exploring People's Perceptions of Different Discourses Associated With Dyslexia

Abstract

Language plays a central role in shaping how dyslexia is understood and negotiated across education, employment and everyday life. While debates have historically focused on diagnosis, less attention has been given to how adults who identify as dyslexic interpret and evaluate the labels applied to them. This article examines dyslexic adults' perceptions of dyslexia-related and neurodiversity movement terminology, drawing on a UK mixed-methods survey of 166 participants who identified as dyslexic, with or without co-occurring neurodivergences. Quantitative findings reveal a clear hierarchy of label preference. Participants strongly favoured dyslexia-specific, identity-based terms such as ‘dyslexic’, while rejecting broader, deficit-centred labels including ‘learning difficulty’, ‘specific learning disability’ and ‘specific learning disorder’. Qualitative analysis shows these preferences are shaped by experiences of stigma and misrecognition. The findings show that adoption of a neurodivergent label varies depending on whether participants have single or multiple neurodivergent identities. Those with dyslexia alone expressed greater ambivalence towards the label of neurodiversity. In contrast, dyslexic participants alongside autism or ADHD were more likely to adopt the label. The study highlights the importance of listening to dyslexic voices in debates about terminology. It cautions against deficit-based and overly generalised language which risks reproducing stigma rather than challenging oppression.