What to Consider When Exploring Multidimensional Stigmatisation and Assistive Technology Inclusive Design

This paper provides a narrative review of dyslexia literature to illu-minate some broader topics to consider when designing assistive technology for adults with dyslexia. It introduces the fundamental underlying concerns of adults with dyslexia who face stigmatisation and discrimination, both real and perceived, at work. In doing so, it provides insight into how multidimensional stigmatisation is experienced and its consequences for assistive technology use and design. As a way to avoid existing pitfalls, a co-design approach is introduced to explore and define solutions to address multidimensional stigmatisation, including assis-tive technology use and design for research work. For designers and researchers, this means starting with the correct problem. Collaborating, exploring, and tak-ing action helps construct a picture, interpret the real issues, and determine if progress is being made in a better direction. Ongoing and future work focuses on preliminary aspects to evaluate assistive technology-related stigma for doc-toral students with dyslexia. The study intends to develop a standardised scale to measure perceived multidimensional stigmatisation among doctoral students with dyslexia.