The role of the agreement: Art students, dyslexia, reading and writing

This article looks at experiences of writing in higher art education. It demonstrates how the experiences of art students with dyslexia affect their perceptions of themselves as writers. It proposes the role of the agreement in providing a negotiated space for students with dyslexia to explore difficulties and to take on responsibilities regarding their academic literacy. The need for an agreement becomes clearer when we examine the significant role writing can play in expressing ideas, concepts and theories about students’ own visual practice, This article proposes the idea of agreements that might facilitate the process of integration between writing and creative visual practice. These agreements take place at the institutional, diagnostic and educational level. The article highlights the importance of these agreements in establishing a culture of mature and democratic discourse around education; one that acknowledges both rights and responsibilities.