The aim of this article is to explore the impact of dyslexia, self-identified dyslexia and literacy difficulties on police officers/civilian employees. The study employs a social model approach which advocates that problems associated with dyslexia are not due to an impairment effect but can be attributed to a lack of reasonable adjustment due to disabling environmental barriers. The methodology applies a quantitative approach that analyses the impact that dyslexia/literacy difficulties have on policing. The authors suggest that with minor adjustments to working environments, police organisations can foster an inclusive rather than exclusive occupational environment.
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