Pino & Mortari - The Inclusion of Students with Dyslexia In Higher Education - Systematic Review.pdf (330.41 kB)
Download file

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

Download (330.41 kB)
journal contribution
posted on 25.11.2015, 14:13 by Marco PinoMarco Pino, Luigina Mortari
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

Dyslexia

Volume

20

Issue

4

Pages

346 - 369

Citation

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 Authors

Version

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

2014

Notes

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

1076-9242

Language

en