Lived experiences of students with specific learning disorders in university education in the Czech Republic: a case study

The number of students with specific learning disorders (SLD) participating in tertiary education has been growing worldwide over the past two decades. The aim of this case study was to better understand these students’ experiences, which can help better target their support and strengthen the inclusive educational environment of Czech universities. Based on data from qualitative interviews with seven students, and using Van Manen’s method of lived experience analyses, we identified four key themes: students with special needs’ transformative transition from secondary school to university life, navigating challenges and seeking solutions, the valuable role of support services, and the importance of social connections, peer perceptions, and shared experiences. We suggest that understanding the deeper psychodynamic factors associated with the visibility of impairment, and its perception by others, may impact the meaningfulness and utilisation of any support. Strengthening the inclusive environment might benefit from a communal approach that includes raising educators’ awareness of the specific challenges faced by students with SLD through targeted workshops or training, enhancing the visibility and flexibility of support services, and promoting inclusive social activities to foster peer connections and belonging.