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Title: The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis
Authors: Pino, Marco
Mortari, Luigina
Keywords: Dyslexia
Higher education
Systematic review
Issue Date: 2014
Publisher: John Wiley and Sons Ltd / © The Authors
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.
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.
Description: 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.
Version: Published
DOI: 10.1002/dys.1484
URI: https://dspace.lboro.ac.uk/2134/19625
Publisher Link: http://dx.doi.org/10.1002/dys.1484
ISSN: 1076-9242
Appears in Collections:Published Articles (Communication, Media, Social and Policy Studies)

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