The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesisTools Pino, Marco and Mortari, Luigina (2014) The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis. Dyslexia, 20 (4). pp. 346-369. ISSN 1099-0909 Full text not available from this repository.AbstractThis article reports on a study focusing on the inclusion of students with dyslexia in higher education (HE). A systematic review was carried out to retrieve, critically appraise and synthesize the available evidence on how the inclusion of students with dyslexia can be fostered in HE. The 15 studies included in the final synthesis employed descriptive designs and overwhelmingly used qualitative methods to explore dyslexic students’ perceptions on the impact of teaching, support and accommodation in their own learning experience. A critical appraisal of these studies revealed a landscape of significant gaps in the available stock of evidence on the inclusion of students with dyslexia in HE. The synthesis of the available evidence is presented in a narrative of five cross-study thematic areas: student coping strategies, being identified as dyslexic, interaction with academic staff, accessibility and accommodations, and using assistive technologies and information and communication technologies. Implications for practice and future research are discussed.
Actions (Archive Staff Only)
|
Tools
Tools
