Dyslexia is a written language disorder that often also impacts executive functioning skills such as working memory, information processing, organisation and time management (Smith-Spark et al., 2016) which may make completing clinical placements challenging. Therefore, this presentation provides an overview of the results of a qualitative research study where newly graduated and current 4th year speech-language pathology (SLP) students with dyslexia were interviewed about their clinical placement experiences while on their 4th year placement. The aim of this research is to better understand the challenges faced and strategies used by SLP students with dyslexia.

Three participants were recruited via social media and interviewed either in person or via Microsoft Teams using a semi-structured interview format. Once transcribed, the researchers used Braun and Clarke's (2006) thematic analysis process to identify themes in the research.

Overall, the study identified four core themes that illuminate this group of SLP students - the continuous journey that SLP students with dyslexia go on that culminates in their clinical placement, the strategies that they use to help them learn and get through placement and finally the deep feelings of inadequacy that they experience. As the SLP profession continues to value diversity amongst clinicians, it is imperative that the experiences of neurodiverse students is better understood so that practice educators are well equipped with ways to support such students.

Practice educators will be able to come away from this session with a clearer understanding of the strategies and tools that are essential for SLP students with dyslexia to thrive and how they can create a supportive environment during clinical placement.

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