Participation problems and effective accommodations in students with dyslexia in higher education

Students with dyslexia face particular challenges in higher education. Individuals with disabilities have a right to accommodations to guarantee equal opportunities and participation in education. The present study addresses (1) the frequency of functioning and participation problems of students wit...

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Bibliographic Details
Published in:European journal of special needs education 2023-05, Vol.38 (3), p.317-333
Main Authors: Tops, Wim, Jansen, Dorien, Ceulemans, Eva, Petry, Katja, Hilton, Nanna Haug, Baeyens, Dieter
Format: Article
Language:English
Subjects:
Academic Accommodations (Disabilities)
accommodations
College Students
Dyslexia
Equal opportunities
Evaluation Methods
Executive Function
Foreign Countries
Higher education
Instructional Effectiveness
Participation
participation problems
People with disabilities
Reading Comprehension
Reading Rate
Spelling
Student Participation
Teaching Methods
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Summary:Students with dyslexia face particular challenges in higher education. Individuals with disabilities have a right to accommodations to guarantee equal opportunities and participation in education. The present study addresses (1) the frequency of functioning and participation problems of students with dyslexia in higher education, (2) the teaching and evaluation methods during which the functioning and participation problems emerge, and (3) the effectiveness of accommodations perceived by students with dyslexia. Results showed that students with dyslexia primarily have problems with reading comprehension, reading speed, spelling and text writing. Furthermore, most students with dyslexia experience more problems during classical teaching (e.g. lecture) or classical evaluation methods (e.g. written exam with open questions) than during dynamic or activating teaching methods (e.g. excursion or internship) or alternative evaluation methods (e.g. peer evaluation). Finally, perception of the effectiveness of accommodations depends strongly on the individual functioning and participation problems students with dyslexia experienced.
ISSN:0885-6257
1469-591X
DOI:10.1080/08856257.2022.2089507