The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis

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

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Abstract

This 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.

Item Type: Article
Schools/Departments: University of Nottingham UK Campus > Faculty of Medicine and Health Sciences > School of Health Sciences
Identification Number: https://doi.org/10.1002/dys.1484
Depositing User: Pino, Dr Marco
Date Deposited: 16 Oct 2014 13:45
Last Modified: 17 Sep 2016 19:09
URI: http://eprints.nottingham.ac.uk/id/eprint/27609

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