Pino & Mortari - The Inclusion of Students with Dyslexia In Higher Education - Systematic Review.pdf (330.41 kB)
The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis
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.
History
School
- Social Sciences
Department
- Communication, Media, Social and Policy Studies
Published in
DyslexiaVolume
20Issue
4Pages
346 - 369Citation
PINO, M. and MORTARI, L., 2014. The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis. Dyslexia, 20 (4), pp. 346 - 369.Publisher
John Wiley and Sons Ltd / © The AuthorsVersion
- VoR (Version of Record)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported (CC BY-NC-ND 3.0) licence. Full details of this licence are available at: http://creativecommons.org/licenses/by-nc-nd/3.0/Publication date
2014Notes
This is an Open Access article published by Wiley and distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.ISSN
1076-9242Publisher version
Language
- en