Authors: Jereen Susan John
Abstract: This paper explores the lived experiences of a dyslexic individual navigating the dual roles of learner and educator, highlighting the challenges, strengths, and transformative opportunities associated with dyslexia in higher and professional education. It examines how traditional pedagogical approaches often fail to address the diverse learning needs of students with specific learning differences, while andragogical principles provide greater flexibility, autonomy, and learner-centered engagement. Drawing on personal reflection, inclusive education literature, and contemporary teaching practices, the study analyzes how instructional strategies grounded in empathy, accessibility, and universal design can enhance academic success and professional competence. The paper also discusses the role of assistive technologies, differentiated instruction, and inclusive assessment in creating equitable learning environments. By integrating the perspectives of both learner and educator, this study emphasizes that dyslexia should be recognized not merely as a learning difficulty but also as a source of resilience, creativity, and innovation. The findings advocate for the adoption of inclusive pedagogical and andragogical frameworks that empower learners with dyslexia to thrive in higher and professional education while equipping educators to foster accessible and meaningful learning experiences.
