The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis (original) (raw)
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Dyslexia, 2016
This situation is of concern for modern societies that value social justice. This study was designed to explore learning experiences of university students with dyslexia and factors that could contribute to their success. Thirteen students with dyslexia and 20 non-dyslexic peers were interviewed about their university learning experiences using a semi-structured qualitative approach. Students with dyslexia described engaging in learning activities intensively, frequently and strategically. They reported challenges and strengths relating to study skills, lectures, assessments, technology and support services. They also described helpful strategies including self-directed adaptive techniques, provisions from lecturers and assistance from the university. These findings suggest that students with dyslexia experience broad challenges at university, but helpful strategies may be available.
Dyslexia in the University. Guidelines for inclusion and teaching of the University of Florence
EDUCATION SCIENCE AND SOCIETY, 2016
This paper reports the results of an interdisciplinary project (pedagogical, medical, engineering area) of the Centre for Research on Disability Issues, operating within the University of Florence, which provides support for students with disabilities and with Learning Disorders (LD). The project, which aims at drawing up a protocol for the inclusion and learning support for students with learning difficulties, after a first reconnaissance of user needs that have been reached with the participation of the very same protagonists (thanks to a questionnaire built on purpose and a series of focus groups) is now at the stage of guidelines drafting for inclusion and education, to be used by teachers, students and administrative staff. In the article, after a brief summary of the previous phases of the project, the reader can find the most significant elements of the guidelines for teaching, i.e. the section for teachers, whose aim is to implement a LD-friendly teaching, even at the univer...
The representation and attainment of students with dyslexia in UK higher education
Reading and Writing, 2003
Using a database of all students in higher education in the UK in 1995-1996, students with dyslexia and those with no reported disability were compared in terms of demographic properties, programmes of study and academic attainment. Students with dyslexia constituted 0.42% of all students resident in the UK. Their representation varied with age, gender, ethnicity and entrance qualifications and with their level, mode and subject of study. Students with dyslexia were more likely to withdraw during their first year of study and were less likely to complete their programmes of study, although with appropriate support the completion rate of students with dyslexia can match that of students with no disabilities. In addition, students with dyslexia who completed first-degree programmes tended to gain a poorer class of honours than students with no reported disability, but 40% obtained firstclass or upper second-class honours. In short, dyslexia may have deleterious consequences for progression, completion and achievement in higher education, but it is by no means incompatible with a high level of success, given appropriate commitment on the part of the students and appropriate resources on the part of their institution.
Journal of Research in Special Educational Needs, 2018
Dyslexia is a controversial concept. In UK universities, the number of students possessing a dyslexia diagnosis continues to increase. Legislation requires that teaching staff adapt their pedagogic practices to effectively include students so diagnosed. These actions depend on lecturers having up‐to‐date knowledge of what the dyslexia label currently means. This study explored the nature and extent of UK lecturers’ awareness of, and attitudes towards, dyslexia and dyslexic students. One hundred and sixty‐four lecturers working within a range of disciplines in 12 UK universities were surveyed via an online questionnaire. The findings revealed a high degree of positivity towards dyslexic students and academic accommodations like reasonable adjustments. The positivity, though, was typically underpinned by inadequate awareness of current dyslexia research knowledge. Notable consequences included confusion and feelings of inadequacy around how best to meet the needs of dyslexic students,...
Dyslexia and Academic Success. What enables dyslexic students to advance to higher education
2015
The focus of the study was to identify what common features enables dyslexic students to achieve higher education. This was done by interviewing nine dyslexic students that had successfully achieved higher education and were currently studying at Reykjavík University (HR). The study also focused on upper secondary school experience of the students, with a emphasis on foreign language learning. A teacher of a dyslexia course was also interviewed to get a broader experience on the topic. The findings of the research was that the participants commonly indicated that they had received support that helped them achieve higher education. Another finding of the study was that the participants all had characteristics that helped them become successful; perseverance and maturity. Motivation and self-esteem was also reported to help these students. Other findings were that the participants found foreign language learning difficult. English was reported to be especially difficult, as few of the...
Learning and Study Strategies in University Students with Dyslexia: Implications for Teaching
Procedia - Social and Behavioral Sciences, 2012
This study examined how dyslexia affects students' ability to benefit from higher education, the strategies that successful students with these problems use, and the support offered by the higher education institutions. Results from interviews, self-reports and testing of 53 university students and 42 lecturers from 3 Swedish universities showed that students with dyslexia have problems with a number of skills and academic tasks, e.g. note taking and expressing ideas in writing. Many of the students described that their difficulties were long-standing and had been experienced already in elementary school. The students seemed to compensate via additional time for examinations, access to dyslexia tutors and support by information technology. The results indicate that there are significant knowledge gaps in the educational institutions regarding students who have dyslexia.
Technical and Further Education (TAFE) Colleges/Institutes. Adult students diagnosed with dyslexia 'perceived' having a social identity different from others without dyslexia, which became evident from experiences in childhood, adolescence, and young adulthood. The lifelong barriers emerged from the analysis of one-on-one interviews, while enrolled in TAFE courses. Adult students diagnosed with dyslexia revealed they had a marred social identity, compared to people without dyslexia, as identified in this thesis. A social identity was evident in adult students diagnosed with dyslexia due to their vulnerability; which played out in cultural and global contexts, eventuating in a relational: hyphenated-self. In this embedded case study, there was an interactional relationship at the micro-social level of servicing and supporting of adult students. Disability Officers became advocates for adult students diagnosed with dyslexia; through their Professional Agency in TAFE contexts. In addition to advocacy, DSOs were caring, some had 'a calling', supported students with Formalised Disclosure, and have 'professional agency' in TAFE, being the case-manager of adult students diagnosed with dyslexia. Essentially DSOs practiced good deeds in their practise. In addition to advocacy, some DSOs were autonomous in their discretionary practices and went outside of TAFE, in order to access funding and services for adult students diagnosed with dyslexia. The case comparison is under-emphasised in this thesis, due to the micro-social focus on adult students diagnosed with dyslexia and DSOs relationship in this study. Primarily, DSO advocacy was the essential support for adult students diagnosed with dyslexia in all five TAFE Colleges. Cases are discussed throughout the chapters, which relate to the embedded case analysis and the five TAFE Colleges within Queensland.
Australian Journal of Learning Difficulties, 2010
This study uses an interpretive approach to present the prior secondary school experiences of four students with dyslexia now studying at university. Students with dyslexia in Aotearoa/New Zealand have had to contend with a compulsory education system that has not recognised their learning struggles nor supported their particular ways of learning. Students have had to develop their own support strategies to complete educational qualifications. Students' experienced teacher and system ignorance of their learning difficulties and needs. Inappropriate support offered in an ad hoc manner impacted on their success. Despite this all students developed their own strengths and support networks, which helped them to progress in their education. The success of these networks influenced their decision to continue onto university. Students perceived their learning with dyslexia as different from their peers and creating difficulties within the existing educational system, but not disabling.
2007
The purpose of this paper is to present results from empirical research with dyslexic students in Higher Education that focuses on the impact of dyslexia on the study of computing. HESA (Higher Education Statistics Agency) statistics suggest that Computer Science is one of the subjects to which dyslexic students are attracted. This study was motivated by the question as to whether there might be anything particular about the discipline of computer programming that makes it either beneficial or problematic for dyslexic students. In addition, we were also interested in dyslexic students' general experience of assessment, learning and teaching, as well as their views of proposed accessibility guidelines. The Greek word 'dyslexia' means 'difficulty with words'. The British Dyslexia Association (2007) describes dyslexia as “a combination of abilities and difficulties that affect the learning process in one or more of reading, spelling and writing”. Dyslexic students a...