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Dyslexia and higher education: accessibility issues

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Abstract

This article aims to provide an overview of the accessibility issues concerning dyslexia and higher education. It includes simple examples of good practice, and a number of links for further information which are intended to provide tutors with a basic framework to help them offer accessible learning to students with dyslexia. Biography Sharon Lockley for the past two years has been working as a Project Officer for the CoBaLT(Community Based Learning Teamwork) Project. The project is funded by HEFCE under the Fund for the Development of Teaching and Learning and is based at Liverpool Hope University College. CoBaLT received additional funding to conduct an accessibility project, in partnership with Geography for the New Undergraduate (GNU), also an FDTL project based at Liverpool Hope. As part of this project Sharon has written a report "Accessible Learning and Course Materials for Students with Dyslexia: A Report Guide for Tutors" which can be downloaded from the CoBaLT web site www.hope.ac.uk/cobalt.

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... In [10] recommendations for readers with low vision as well as readers with dyslexia are put in comparison, giving as a result the recommendation of using also Arial and Comic Sans. In [22] is recommended to avoid italics and fancy fonts, which are particularly difficult for a reader with dyslexia, and also point to Arial as preferred font. Another font recommended in 2010 was Sassoon Primary but not anymore [9]. ...
... Second, these results are consistent with most of the current text design recommendations for people with dyslexia. Fonts sans serif and in roman style, lead to shorter fixation durations in our participants, as recommended in [22]. However, these styles did not lead to significant shorter reading durations. ...
... Although Arial is highly recommended in literature [2,10,22] and had the shortest reading time, we cannot conclude that this font type leads to better readability because we only found significant differences with respect to OpenDys It. and Arial It. However, Arial It. did lead to significant longer reading times than Helvetica, Arial, and CMU and significant longer fixation durations than most of the fonts. ...
Conference Paper
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Around 10% of the people have dyslexia, a neurological disability that impairs a person's ability to read and write. There is evidence that the presentation of the text has a significant effect on a text's accessibility for people with dyslexia. However, to the best of our knowledge, there are no experiments that objectively measure the impact of the font type on reading performance. In this paper, we present the first experiment that uses eye-tracking to measure the effect of font type on reading speed. Using a within-subject design, 48 subjects with dyslexia read 12 texts with 12 different fonts. Sans serif, monospaced and roman font styles significantly improved the reading performance over serif, proportional and italic fonts. On the basis of our results, we present a set of more accessible fonts for people with dyslexia.
... The British Dyslexia Association (B. D. Association, 2021b) and other researchers (Evett & Brown, 2005;Lockley, 2002) recommend people with dyslexia to use it when reading. In spite of this, we also 10 It is worth noticing that this advantage is illusory. ...
... But it is worth noticing that fonts used in Beier (2009) and Beier & Larson (2013) contain only regular letters whereas in LexiaD, the designer used italic to create several letter shapes in the regular typeface (for example, "т") to disambiguate often confused letters. Italic typefaces are more difficult to read both for people with dyslexia (Lockley, 2002;Rello & Baeza-Yates, 2013) and people without reading difficulties (Slattery & Rayner, 2010) compared with regular typefaces. ...
Article
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The current study aims to test the assumption that a specially designed Cyrillic font, LexiaD, can assist adolescents with persistent reading problems and facilitate their reading experience. LexiaD was compared with the widely used Arial font. Two groups of adolescents with dyslexia (N = 34) and without dyslexia (N = 28) silently read 144 sentences from the Russian Sentence Corpus (Laurinavichyute et al., 2019), some of which were presented in LexiaD, and others in Arial, while their eye movements were recorded. LexiaD did not show the desired effect for adolescents at the beginning of the experiment: Arial outperformed it in reading speed in both participant groups. By the end of the experiment, LexiaD outperformed Arial, and although the speed of the higher-level cognitive processing (e.g., lexical access) in both fonts did not differ significantly, the feature extraction was found to be better in LexiaD than in Arial. Thus, we found some positive effect of LexiaD when participants with and without dyslexia got accustomed to it. A follow-up study with an explicit exposure session is needed to confirm this conclusion.
... To investigate this argument, in the present study, we used different fonts with increased interletter spacing and analyzed the reading efficiency of dyslexics. The standard font, Dyslexie, and fonts that are not recommended for dyslexics, such as italic and fancy fonts (British Dyslexia Association, 2012;Lockley, 2002;Rello & Baeza-Yates, 2013) were used. The aim of the present study was to investigate the effect of spacing on the readability of different fonts for children with and without dyslexia. ...
... A slight increase in interletter spacing relative to the default settings may reduce the detrimental effects of crowding without affecting the whole word's integrity (Perea & Lupker, 2003, 2004. The theory of the influence of increased letter spacing on reading accuracy is further supported by the fact that dyslexics read less accurately and more slowly in normally spaced sentences in TNR than largely spaced sentences in italic and Curlz MT fonts that are not recommended for dyslexic readers (British Dyslexia Association, 2012;Lockley, 2002;Rello & Baeza-Yates, 2013). Perea et al. (2012) and Zorzi et al. (2012) showed that increased letter spacing improves the reading performance of dyslexics without any training. ...
Article
Recent research studies have shown that increased letter spacing has a positive effect on the reading ability of dyslexic individuals. This study aims to investigate the effect of spacing on the readability of different fonts for children with and without dyslexia. Results did not support the hypothesis of better performance among children with dyslexia when reading text in Dyslexie than in other fonts. They, however, revealed that only spacing plays a role in enhancing dyslexic individuals’ reading performance because Dyslexie and the Times New Roman interspaced font have no difference. Furthermore, the negative effect of the unfriendly fonts Times New Roman Italic and Curlz MT was eliminated through increased interletter spacing.
... Others have focused on producing disability specific guidelines, most notably for visual impairment and dyslexia. For example Lockley (2002) and Blankfield (2002) give some advice on making web based course materials accessible to dyslexic students. Whilst Lockley offers five simple design guidelines, there is no indication of whether these guidelines are grounded in practice and experience. ...
... The findings from the literature review present some evidence for re-appropriation. For example the re-framing and adaptation of general a ccessibility guidelines (WCAG) that have been associated with national laws (SENDA) to suit local or more specific needs (Sloan et al 2000;Pearson & Koppi, 2001;Lockley, 2002;Blankfield, 2002). ...
Conference Paper
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The 2001 Special Educational Needs and Disability Act (SENDA, 2001) made it an offence for educational institutions in the UK to discriminate against a disabled person by treating him or her less favourably than others for a reason relating to their disability. Learning technologists have therefore been charged with the responsibility of ensuring that electronic teaching materials can be accessed by disabled students, which is requiring them to develop new practices. In an attempt to explore how learning technologists are developing these practices this paper will present a review of the accessibility literature and identify key issues that may influence the “accessibility” practices of learning technologists. These issues are explored and interpreted using Wenger’s (1998) Communities of Practice, which focuses on the development of “shared enterprises” and Konur’s (2000) Institutional Theory Tool, which focuses on the “games” that educational institutions might play when creating rights for disabled students. This interpretation suggests that educational research will face a challenge of providing a detailed and rich description of the “shared enterprises” that contribute to a developing accessibility practice and an explanation of the political games that may block or hinder this practice.
... The second practice focuses on the production disability specific guidelines. For example Blankfield (2002), Lockley (2002) and Rainger (2003) give some advice on making web based course materials accessible to dyslexic students. Whilst Lockley offers five simple design guidelines, there is no indication of whether these guidelines are grounded in practice and experience. ...
... The findings from the literature review present some evidence for re-appropriation. As example of this is the re-framing and adaptation of general accessibility guidelines (WCAG) that have been associated with national laws (SENDA) to suit local or more specific needs (Blankfield, 2002;Lockley, 2002;Pearson & Koppi, 2001;Rainger, 2003;Sloan et al ., 2000). ...
Article
Full-text available
The UK's 2001 Special Educational Needs and Disability Act has charged learning technologists with the responsibility of ensuring that electronic teaching materials can be accessed by disabled students. In an attempt to explore how learning technologists are developing practices to produce accessible electronic materials this paper will present a review of the accessibility literature and identify key issues that may influence the ‘accessibility' practices of learning technologists. These emerging issues are interpreted using Wenger's theory of communities of practice, with a particular emphasis on the development of accessibility practices that may be shared by a number of related communities of practices and on how the focus of accessibility practices may soon shift from the product to the process of accessibility.
... Others have focused on producing disability specific guidelines, most notably for visual impairment and dyslexia. For example Lockley (2002) and Blankfield (2002) give some advice on making web based course materials accessible to dyslexic students. Whilst Lockley offers five simple design guidelines, there is no indication of whether these guidelines are grounded in practice and experience. ...
... The findings from the literature review present some evidence for re-appropriation. For example the re-framing and adaptation of general a ccessibility guidelines (WCAG) that have been associated with national laws (SENDA) to suit local or more specific needs (Sloan et al 2000;Pearson & Koppi, 2001;Lockley, 2002;Blankfield, 2002). ...
... The work of Stiles (2001) however, would suggest that all the content inside a VLE will be rendered inaccessible if VLE manufacturers do not address the accessibility of the VLE itself. Examples of disability specific guidelines include those produced by Lockley (2002) and Blankfield (2002) who give some advice on making web based course materials accessible to dyslexic students. Whilst Lockley (2002) offers five simple design guidelines, there is no indication of whether these guidelines are grounded in practice and experience: ...
... Examples of disability specific guidelines include those produced by Lockley (2002) and Blankfield (2002) who give some advice on making web based course materials accessible to dyslexic students. Whilst Lockley (2002) offers five simple design guidelines, there is no indication of whether these guidelines are grounded in practice and experience: ...
Article
Full-text available
In the United Kingdom, The 2001 Special Educational Needs and Disability Act (SENDA) made it an offence for educational institutions to discriminate against a disabled person by treating him or her less favourably than others for a reason relating to their disability. The Act covers all aspects of student services, but the particular aspects that are relevant to the work of learning technologists include e-learning, distance learning, examinations, libraries and computer facilities. This paper will explore learning technologists response to this legislation and their attempts to develop a clearly defined "e-learning accessibility practice. These attempts have involved adapting or re-framing generic accessibility tools and guidelines for more specific practices and involving disabled students or their advocates in the design of electronic material. The implications of these issues for the role of staff developers in supporting and encouraging the development of new "accessibility" practices will be discussed.
... Others have focused on producing disability specific guidelines, most notably for visual impairment and dyslexia. For example Lockley (2002) and Blankfield (2002) give some advice on making web based course materials accessible to dyslexic students. Whilst Lockley offers five simple design guidelines, there is no indication of whether these guidelines are grounded in practice and experience. ...
... The findings from the literature review present some evidence for re-appropriation. For example the re-framing and adaptation of general a ccessibility guidelines (WCAG) that have been associated with national laws (SENDA) to suit local or more specific needs (Sloan et al 2000;Pearson & Koppi, 2001;Lockley, 2002;Blankfield, 2002). ...
Article
Full-text available
The 2001 Special Educational Needs and Disability Act (SENDA, 2001) made it an offence for educational institutions in the UK to discriminate against a disabled person by treating him or her less favourably than others for a reason relating to their disability. Learning technologists have therefore been charged with the responsibility of ensuring that electronic teaching materials can be accessed by disabled students, which is requiring them to develop new practices. In an attempt to explore how learning technologists are developing these practices this paper will present a review of the accessibility literature and identify key issues that may influence the "accessibility" practices of learning technologists. These issues are explored and interpreted using Wenger's (1998) Communities of Practice, which focuses on the development of "shared enterprises" and Konur's (2000) Institutional Theory Tool, which focuses on the "games" that educational institutions might play when creating rights for disabled students. This interpretation suggests that educational research will face a challenge of providing a detailed and rich description of the "shared enterprises" that contribute to a developing accessibility practice and an explanation of the political games that may block or hinder this practice.
... The second practice focuses on the production disability specific guidelines. For example Blankfield (2002), Lockley (2002) and Rainger (2003) give some advice on making web based course materials accessible to dyslexic students. Whilst Lockley offers five simple design guidelines, there is no indication of whether these guidelines are grounded in practice and experience. ...
... The findings from the literature review present some evidence for re-appropriation. As example of this is the re-framing and adaptation of general accessibility guidelines (WCAG) that have been associated with national laws (SENDA) to suit local or more specific needs (Blankfield, 2002;Lockley, 2002;Pearson & Koppi, 2001;Rainger, 2003;Sloan et al ., 2000). ...
Article
Full-text available
The UK's 2001 Special Educational Needs and Disability Act has charged learning technologists with the responsibility of ensuring that electronic teaching materials can be accessed by disabled students. In an attempt to explore how learning technologists are developing practices to produce accessible electronic materials this paper will present a review of the accessibility literature and identify key issues that may influence the 'accessibility' practices of learning technologists. These emerging issues are interpreted using Wenger's theory of communities of practice, with a particular emphasis on the development of accessibility practices that may be shared by a number of related communities of practices and on how the focus of accessibility practices may soon shift from the product to the process of accessibility.
... According to the recommendations of various researches (Lockley, 2002;Evett and Brown, 2005;and Rello et al., 2013), the Arial font can be a good starting point, as a -structure font‖, and due to the characteristics described in section 2, the OpenDyslexic font can provide the right direction to follow, as a -target font‖, to realise a Greek alphabet that can be considered a natural extension of it. The font was created using the free Birdfont editor, so that it can evolve from its basic form in the hands of any teacher or researcher. ...
... According to the recommendations of various researches (Lockley, 2002;Evett and Brown, 2005;and Rello et al., 2013), the Arial font can be a good starting point, as a -structure font‖, and due to the characteristics described in section 2, the OpenDyslexic font can provide the right direction to follow, as a -target font‖, to realise a ...
Article
Full-text available
This article highlights the common findings of research investigating the possible relationship between the font used in multimedia texts and thequality of reading of a dyslexic reader. The process that led to the creation of a font for the Greek alphabet according to the characteristics of Open-Dyslexic is described below. In the final part, future researches are proposed that can solve the critical aspects of this new educational technology
... According to the recommendations of various researches (Lockley, 2002;Evett and Brown, 2005;and Rello et al., 2013), the Arial font can be a good starting point, as a -structure font‖, and due to the characteristics described in section 2, the OpenDyslexic font can provide the right direction to follow, as a -target font‖, to realise a Greek alphabet that can be considered a natural extension of it. The font was created using the free Birdfont editor, so that it can evolve from its basic form in the hands of any teacher or researcher. ...
Article
Full-text available
This article highlights the common findings of research investigating the possible relationship between the font used in multimedia texts and thequality of reading of a dyslexic reader. The process that led to the creation of a font for the Greek alphabet according to the characteristics of Open-Dyslexic is described below. In the final part, future researches are proposed that can solve the critical aspects of this new educational technology. Questo articolo evidenzia i risultati comuni delle ricerche che hanno indagato la possibile relazione tra il font utilizzato in testi multimediali e la quali-tà della lettura di un lettore dislessico. Di seguito viene descritto il processo che ha portato alla realizzazione di un font per l'alfabeto greco secondo lecaratteristiche di OpenDyslexic. Nella parte finale, vengono proposte ricerche future che possano risolvere gli aspetti critici di questa nuova tecnolo-gia didattica (1) (PDF) Bilotti, U., Todino, M.D., Fella, A. (2023). Implementation of Greek alphabet characters according to the OpenDyslexic standard and teacher's guide for font use. Journal of Inclusive Methodology and Technology in Learning and Teaching - ISSN 2785-5104 - Anno 3 n. 1 suppl.. Available from: https://www.researchgate.net/publication/370833690_Bilotti_U_Todino_MD_Fella_A_2023_Implementation_of_Greek_alphabet_characters_according_to_the_OpenDyslexic_standard_and_teacher's_guide_for_font_use_Journal_of_Inclusive_Methodology_and_Technology_in_ [accessed Dec 21 2023].
... Nella letteratura scientifica relativa all'interface design, Evett e Brown (2005) raccomandano l'utilizzo di Arial e Comic-Sans. L'uso di Arial è raccomandato anche da Lockley (2002), che sconsiglia in generale l'utilizzo del corsivo (italic). L'unica raccomandazione in favore dei caratteri con grazie (serif font) sembra provenire dall'International Dyslexia Centre, che si esprime in favore di Times New Roman (Rello & Baeza-Yates, 2013). ...
Article
Sommario Il rapporto del testo scritto con la dimensione spaziale è talmente palese ed evidente da diventare trasparente, invisibile. In questo senso, accettando la definizione di Ong della scrittura come tecnologia della parola, il testo scritto è certamente annoverabile tra le "tecnologie invisibili". Questo lavoro muove dalla considerazione che non tutte le tecnologie sono trasparenti allo stesso modo per tutti. Il processo di lettura/scrittura, ad esempio, continua a presentare elementi di opacità, che si rivelano in maniera drammatica nel caso di disturbi specifici di apprendimento. Il presente lavoro illustra le scelte effettuate in fase di design di un font orientato a favorire il processo di lettura in soggetti dislessici e i risultati emersi dallo studio pilota tramite cui ne è stata verificata l'efficacia. Il font realizzato, battezzato D-FONT, è composto allo stadio di sviluppo attuale da 102 glifi comprendenti lettere (minuscole e maiuscole), numeri, accenti, simboli e punteggiatura. PAROLE CHIAVE Dislessia, Lettura/Scrittura, Font, Didattica, DSA. Abstract The relationship between written text and the spatial dimension is so evident and obvious as to become practically transparent, invisible. Assuming Ong's definition of writing as a technology of the word, written text is certainly classifiable among the "invisible technologies". The work presented here is based on the consideration that not all technologies are transparent in the same way for everyone. For example, the process of reading and writing continues to present degrees of opacity that can have a dramatic impact in the case of specific learning disabilities. This paper discusses the choices made in the design of a font called D-FONT, which is geared towards making reading easier for dyslexic subjects. It also reports the results of a pilot study carried out to verify the font's effectiveness for this purpose. At its present stage of development, D-FONT consists of 102 glyphs, including upper and lowercase letters, numbers, accents, symbols and punctuation.
... Others have produced disability specific guidelines. For example Lockley (2002) and Blankfield (2002) give some advice on making web based course materials accessible to dyslexic students. Whilst Lockley offers five simple design guidelines, there is no indication of whether these guidelines are grounded in practice and experience. ...
Conference Paper
Full-text available
The 2001 Special Educational Needs and Disability Act (SENDA) made it an offence for educational institutions to discriminate against a disabled person by treating him or her less favourably than others for a reason relating to their disability. The Act covers all aspects of student services, including provision and use of electronic materials and resources. Learning technologists have therefore been charged with the responsibility of ensuring that electronic teaching materials can be accessed by disabled students. In an attempt to explore how learning technologists are developing practices to produce accessible electronic materials this paper will present a review of current accessibility practice. The review will focus on what key professionals (academics, researchers, educational developers and staff developers) within the learning technology field are saying and doing about making electronic materials and resources accessible to disabled students. Key issues that may influence the "accessibility" practices of learning technologists are highlighted; the importance of these issues for developing an understanding of "accessibility" practices is discussed and implications for future research are identified
... In addition, the British Dyslexia Association also recommends using Arial. Third, in Lockley's [53] study, Arial was the preferred font. Also in a recent study using eye tracking with 48 participants with dyslexia [79], Arial was the font which leads to shorter reading times compared to other eleven fonts. ...
Article
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The presentation of a text has a significant effect on the reading speed of people with dyslexia. This paper presents a set of recommendations to customize texts on a computer screen in a more accessible way for this target group. This set is based on an eye tracking study with 92 people, 46 with dyslexia and 46 as control group, where the reading performance of the participants was measured . The following parameters were studied: color combinations for the font and the screen background, font size, column width as well as character, line and paragraph spacings. It was found that larger text and larger character spacings lead the participants with and without dyslexia to read significantly faster . The study is complemented with questionnaires to obtain the participants’ preferences for each of these parameters, finding other significant effects. These results provide evidence that people with dyslexia may benefit from specific text presentation parameters that make text on a screen more readable. So far, these recommendations based on eye tracking data are the most complete for people with dyslexia.
Conference Paper
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Texts comprise a large part of visual information that we process every day, so one of the tasks of language science is to make them more accessible. However, often the text design process is focused on the font size, but not on its type; which might be crucial especially for the people with reading disabilities. The current paper represents a study on text accessibility and the first attempt to create a research-based accessible font for Cyrillic letters. This resulted in the dyslexic-specific font, LexiaD. Its design rests on the reduction of inter-letter similarity of the Russian alphabet. In the evaluation stage, dyslexic and non-dyslexic children were asked to read sentences from the Children version of the Russian Sentence Corpus. We tested the readability of LexiaD compared to PT Sans and PT Serif fonts. The results showed that all children had some advantage in letter feature extraction and information integration while reading in LexiaD, but lexical access was improved when sentences were rendered in PT Sans or PT Serif. Therefore, in several aspects, LexiaD proved to be faster to read and could be recommended to use by dyslexics who have visual deficiency or those who struggle with text understanding resulting in re-reading.
Article
The study examined the relationship between teachers’ qualifications and dyslexia identification in primary schools in Oyo State, Nigeria. Data were collected through the use of a well-structured questionnaire – the Teacher Dyslexia Awareness Checklist – administered to 147 primary school teachers in the state. Data were analysed using descriptive statistics, Principal Component Analysis (PCA), ANOVA and correlation coefficient. Demographic characteristics of teachers reveal that more female than males are engaged in the teaching profession with majority holding a National Certificate of Education (NCE) with more than 20 years teaching experience. The PCA shows that the level of knowledge of dyslexia among the teachers is low, as only 31% were knowledgeable about dyslexia. Results further show that the relationship between teachers’ qualifications and teaching experiences is weak implying that teachers’ qualifications and teaching experience are independent of each other. Thus, teachers’ knowledge about dyslexia is not in relation to their qualification or teaching experiences. It is recommended that teachers undergo periodic in-service training on the manifestation and management practices for learning disabilities at least once a term and formal testing to assist them in identifying different types of psychological issues affecting pupils, as early identification of learning disabilities (such as dyslexia) is the best way to curtail their lifelong effects.
Article
Around 10% of the people have dyslexia, a neurological disability that impairs a person's ability to read and write. There is evidence that the presentation of the text has a significant effect on a text's accessibility for people with dyslexia. However, to the best of our knowledge, there are no experiments that objectively measure the impact of the typeface (font) on screen reading performance. In this article, we present the first experiment that uses eye-tracking to measure the effect of typeface on reading speed. Using a mixed between-within subject design, 97 subjects (48 with dyslexia) read 12 texts with 12 different fonts. Font types have an impact on readability for people with and without dyslexia. For the tested fonts, sans serif, monospaced, and roman font styles significantly improved the reading performance over serif, proportional, and italic fonts. On the basis of our results, we recommend a set of more accessible fonts for people with and without dyslexia.
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This study attempts to determine if the conclusions of Fordham and Hayes (2009) can be confirmed to include exam performance (they study only quiz performance) by examining the impact of paper color on student final exam performance. One thousand three hundred seventy-two final exams were evaluated covering ten academic quarters, from the Winter 2007 through the Winter 2011. Over this time period, eight different paper colors were used, including seven pastel colors and white. The results show that paper color has no impact on student exam performance and that paper color and student exam performance are independent factors. If we assume that students are motivated to take a final exam and less so to take a quiz, then student motivation (as per Soldat et al. 1997) may be a plausible explanation for the differing results between this study and Fordham and Hayes (2009). The results of this study suggest there may not be a need to restrict the use of pastel paper color on exams, although we describe some evidence and opinions that suggest certain paper colors, including white, may impact those with certain disabilities (i.e., dyslexia, Attention Deficit Disorder [ADD], and Attention Deficit Hyperactivity Disorder [ADHD]). Further, we determine that the widespread use of colored paper may be somewhat of a U.S. phenomenon.
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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.
Chapter
I take the community college prototype in the United States to be one which provides 2-year courses – at higher education (HE) level – combining liberal, technical, vocational, and occupational or professional elements. These courses typically satisfy the requirements of the first 2 years of 4-year degree courses at universities, so that students can transfer with ease from a community college to a university. Although this prototype is common in the United States, and is becoming more widespread globally (Raby, 2001), it is not so well known in quite this form in the United Kingdom In this chapter I will examine various differences and similarities between the US community college prototype and its equivalent in the United Kingdom, and also look at the impact on some minority groups within HE in the United Kingdom. I will assume my readers are familiar with the US model, and I will give more details of UK practice
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