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

Pino, Marco; Mortari, Luigina

Authors

Marco Pino marco.pino75@gmail.com

Luigina Mortari



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.

Citation

Pino, M., & Mortari, L. (2014). The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis. Dyslexia, 20(4), doi:10.1002/dys.1484

Journal Article Type Article
Publication Date Jan 1, 2014
Deposit Date Oct 16, 2014
Publicly Available Date Oct 16, 2014
Journal Dyslexia
Print ISSN 1076-9242
Electronic ISSN 1099-0909
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 20
Issue 4
DOI https://doi.org/10.1002/dys.1484
Public URL http://eprints.nottingham.ac.uk/id/eprint/27609
Publisher URL http://onlinelibrary.wiley.com/doi/10.1002/dys.1484/abstract?
Copyright Statement Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc-nd/4.0

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc-nd/4.0





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