Examining barriers in education for students with dyslexia and their caregivers through Indian life writings

Abstract This article examines the systemic and attitudinal barriers faced by students with dyslexia and their caregivers in the formal Indian education system through a textual analysis of two disability life writings: Homeless: Growing Up Lesbian and Dyslexic in India by K. Vaishali and This Kind of Child: The ‘Disability’ Story by K. Srilata. The Indian education system is primarily designed for a homogeneous group of students, often excluding those with specific learning disabilities (SLD) like dyslexia. Both curriculum and assessment practices frequently lack inclusivity, failing to accommodate the diverse cognitive abilities of different students. As a result, students with disabilities often struggle to meet standard performance expectations, which can significantly affect their well‐being. This struggle extends to their caregivers, who navigate these challenges alongside them. Using a thematic approach, the study explores key issues, such as societal attitudes, systemic exclusionary practices, testing and assessment issues, and students' and caregivers' emotional and functional resilience. The article identifies structural and attitudinal barriers encountered by students and their caregivers and discusses the actionable recommendations for inclusivity proposed in the texts. This article offers insight into the effect of educational discrimination on students and caregivers and evaluates students' learning experiences in different settings. Ultimately, this analysis contributes to the existing discourse on disability and education by emphasising the role of personal narratives in shaping more humanised and equitable policy discussions.