Guidance counselling is identified in policy discourse as an important supporting structure for adults who experience social injustice and barriers in their education and career progression (OECD 2004; SOLAS 2014). To date, social justice debates in the guidance counselling field have primarily focused on gender, socioeconomic class and ethnicity (Reid 2016). However, this current study broadens this discourse to include disabilities such as dyslexia, as adults with dyslexia often face disproportionate barriers and inequalities in relation to their personal/social, educational and career development (Mooney and O’Rourke 2017).
Therefore, this study addresses an identified knowledge gap which relates to the contextualised experiences of adults with dyslexia within the Further Education and Training (FET) sector in Ireland. The aim of this study is to investigate the guidance counselling needs of adults with dyslexia within the Irish Adult Educational Guidance Service (AEGS) in order to inform future policy and practice.