This chapter reports on an exploratory study investigating the views of dyslexic university students and their learning support staff (N=33) in relation to dyslexia support provision. The research design used an innovative blend of Q methodology, a technique to examine human subjectivity, and socio-cultural theory to model subjectivity and activity in relation to the support provided. Four different viewpoints on the issues were interpreted. The study considers the findings in relation to the potential implications for policy and practice, and suggests how the views of students, educators and other stakeholders could be used to inform and improve the future development of learning support provision at a range of levels. The methodology, findings and recommendations will be of interest and relevance to front-line educators, researchers, strategists and policy-makers. © 2012, IGI Global.
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