The Inclusion of Students With Dyslexia in Higher Education: A Systematic Review Using Narrative Synthesis
Dyslexia
Pino, M., & Mortari, L. (2014).
Dyslexia, 20(4), 346-369.
This systematic review investigates reading interventions and supports for facilitating inclusion of students with dyslexia in primary education through higher education. The analysis incorporated students' perceptions on issues of inclusion and participation.
Service for Disabled Students of the University of Verona (Italy)
1994-October 2013
Qualitative study designs; quantitative study designs
15
A number of interventions/strategies were used by students with dyslexia including: use of study skills (e.g., note taking, outlining), use of metacognitive strategies (e.g., self-organization), use of assistive technology (e.g., spell check, word processing), and/or peer/family assistance (e.g., peer editing). Overall, the students indicated they valued teaching approaches that went beyond traditional teaching formats and favored approaches that "provided ample opportunities to access study materials in multiple formats and ... regulate speed of information processing" (p. 364). Students with dyslexia indicated they benefited from use of information and communication technologies, and student-centered teaching approaches.
