Atención a las personas con dislexia en la formación universitaria: recomendaciones para la gestión institucional y la práctica docente
- Miguel Lázaro 1
- Juan C. Ripoll Salceda 2
- Marta Ferrero 3
- Paz Suárez-Coalla 4
- David Saldaña 5
- Manuel Perea 6
- Joana Acha 7
-
1
Universidad Complutense de Madrid
info
-
2
Universidad de Navarra
info
-
3
Universidad Autónoma de Madrid
info
- 4 Universidad de Oviedo.
-
5
Universidad de Sevilla
info
-
6
Universitat de València
info
- 7 Universidad del País Vasco UPV/EHU.
ISSN: 2174-5218
Year of publication: 2024
Volume: 14
Issue: 2
Type: Article
More publications in: Revista de Investigación en Logopedia
Abstract
Spanish universities incorporate an increasing number of students with disabilities and special educational needs (SEN). This tendency takes place within the framework of the law known as LOSU, which urges universities to promote inclusiveness and accessibility in higher education. Despite this, Spanish universities usually do not have sufficient human and economic resources to convincingly address such inclusion. A group particularly affected by this lack is students with dyslexia. Although there are guidelines and orientations for this sample in many universities, they do not seem to be based on a sufficiently broad and rigorous study of the specialized bibliography. In this work we carried out an in-depth review of the specific bibliography and analyzed the results obtained. As a result of this literature review and analysis, a series of proposals of institutional character and teaching practice are suggested with the aim of improving the inclusion and accessibility of the students with dyslexia to university education. To comply with the Spanish law regarding the inclusion and accessibility of students with SEN, it is necessary to make investments and new decisions based on the knowledge provided by the available literature
Bibliographic References
- Alabdulkader, B., Alshubaili, H., y Alhashmi, A. (2021). Challenges in reading Arabic among children with dyslexia. Optometry and Vision Science, 98(8), 929-935. https://10.1097/OPX.0000000000001744
- Beck, S. (2022). Evaluating the use of reasonable adjustment plans for students with a specific learning difficulty. British Journal of Special Education, 49(3), 399-419. https://doi:10.1111/1467-8578.12412
- Beckett, J., y Darnell, J. A. (2020). “A” for attitude—attitudes towards dyslexia in higher education. Global Research in Higher Education, 3, (2), http://dx.doi.org/10.22158/grhe.v3n2p52
- Draffan, E. A., Evans, D. G., y Blenkhorn, P. (2007). Use of assistive technology by students with dyslexia in post-secondary education. Use of assistive technology by students with dyslexia in post-secondary education. Disability and Rehabilitation: Assistive Technology, 2, 105-116, http://dx.doi.org/10.1080/17483100601178492
- Cameron, H., Coleman, B., Hervey, T., Rahman, S., y Rostandt, P. (2018). Equality law obligations in higher education: Reasonable adjustments under the Equality Act 2010 in assessment of students with unseen disabilities. Legal Studies, 39, 204-229 https://doi:10.1017/lst.2018.31
- Cameron, H., y Billington, T. (2015). ‘Just deal with it’: Neoliberalism in dyslexic students’ talk about dyslexia and learning at university. Studies in Higher Education, 1358-1372. https://doi 10.1080/03075079.2015.1092510
- Cameron, H. (2020). Specific learning difficulties as a relational category: Reconstruction, redistribution and resistance in higher educational practice. En M. McNamee, M. Gergen, C. Borges, y E. Rasera. (Eds.), The SAGE handbook of social constructionist practice (pp. 381-390). SAGE Editions
- Carrol, J. y Iles, J. (2006). An assessment of anxiety levels in dyslexic students in higher education. British Journal of Educational Psychology, 76, 651-62. https://doi.org/10.1348/000709905x66233
- Chevalier, T. M., Parrila, R., Ritchie, K. C., y Deacon, S. H. (2015). The role of metacognitive reading strategies, metacognitive study and learning strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties. Journal of Learning Disabilities, 50, 34-48. https://doi:10.1177/0022219415588850
- Fundación Universia (2021). V Estudio sobre el grado de inclusión del sistema universitario español respecto de la realidad de las personas con discapacidad. https://sid-inico.usal.es/wp-content/uploads/2021/08/V_Estudio_Universidad_y_Discapacidad_2019_20.pdf.
- Galliussi, J., Perondi, L., Chia, G., Gerbino, W., y Bernardis, P. (2020). Inter-letter spacing, inter-word spacing, and font with dyslexia-friendly features: Testing text readability in people with and without dyslexia. Annals of Dyslexia, 70, 141-152. https://doi.org/10.1007/s11881-020-00194-x
- Hatcher, J., Snowling, M., y Griffiths, Y. (2002). Cognitive assessment of dyslexic students in higher education. British Journal of Educational Psychology, 72, 119-132. https://doi.org/10.1348/000709902158801
- Higher Education Statistics Agency (2005) Student tables: Table 11b—first year UK domiciled HE students by qualification aim (#12), mode of study, gender and disability 2003/04. http://www.hesa.ac.uk/holisdocs/pubinfo/student/disab0304.htm.
- Hock, M. F. (2012). Effective literacy instruction for adults with specific learning disabilities: Implications for adult educators. Journal of Learning Disabilities, 45, 64-78. https://doi.org/10.1177/0022219411426859
- Hornstra, L., Mansfield, C., van der Veen, I., Peetsma, T., y Volman, M. (2015). Motivational teacher strategies: The role of beliefs and contextual factors. Learning Environment Research, 18, 363-392. https://doi.org/10.1007/s10984-015-9189-y
- Ignaciuk, M., y Łockiewicz, M. (2022). Students with dyslexia in universities in Poland – description of the legal situation and good practices. Educational Studies Review, 40, 179-206 http://dx.doi.org/10.12775/PBE.2022.024
- Jordan, A., Schwartz, E., y McGhie-Richmond, D. (2009) Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25, 535-542. https://doi.org/10.1016/j.tate.2009.02.010
- Jorgensen, S., Fichten, C. S., Havel, A., Lamb, D., James, C., y Barile, M. (2007). Academic performance of college students with and without disabilities: An archival study. Canadian Journal of Counselling and Psychotherapy, 39(2), 101-117. https://cjc-rcc.ucalgary.ca/article/view/58755
- Kirkland, J. (2009). The development of protocols for assessment and intervention at university for students with dyslexia. En G. Reid (Ed.), The Routledge companion to dyslexia (pp. 261-264). Routledge.
- Knight, C. (2018). What is dyslexia? An exploration of the relationship between teachers’ understandings of dyslexia and their training experiences. Dyslexia, 24(2), 1-13. https://doi.org/10.1002/dys.1593
- Kuster, S. M., van Weerdenburg, M., Gompel, M., y Bosman, A. M. T. (2018). Dyslexie font does not benefit reading in children with or without dyslexia. Annals of Dyslexia, 68, 25-42. https://doi.org/10.1007/s11881-017-0154-6
- Lyon, G. R., Shaywitz, S. E., y Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1-14. https://doi.org/10.1007/s11881-003-0001-9
- MacCullagh, L., Bosanquet, A., y Badcock, N. A. (2017). University students with dyslexia: A qualitative exploratory study of learning practices, challenges and strategies. Dyslexia, 23(1), 3-23. https://doi.org/10.1002/dys.1544
- Marinus, E., Mostard, M., Segers, E., Schubert, T. M., Madelaine, A., y Wheldall, K. (2016). A special font for people with dyslexia: Does it work and, if so, why? Dyslexia, 22(3), 233-244. https://doi:10.1002/dys.1527
- Moriña, A., y Biagiotti, G. (2021). Academic success factors in university students with disabilities: A systematic review. European Journal of Special Needs Education, 37(5), 729-746. https://doi:10.1080/08856257.2021.1940007
- Mortimore, T., y Crozier, R. (2006). Dyslexia and difficulties with study skills in higher education. Studies in Higher Education, 31, 235-251. https://doi.org/10.1080/03075070600572173
- Nielsen, C. (2011). The most important thing: Students with reading and writing difficulties talk about their experiences of teachers’ treatment and guidance. Scandinavian Journal of Educational Research, 55, 551-565. https://doi 10.1080/00313831.2011.555921
- Novita, S. (2016). Secondary symptoms of dyslexia: A comparison of self-esteem and anxiety profiles of children with and without dyslexia. European Journal of Special Needs Education, 31, 279-288. https://doi: 10.1080/08856257.2015.1125694
- Nukari, J., Laasonen, M., Arkkila, E., Haapanen, M. L., Lipsanen, J., y Poutiainen, E. (2022). Neuropsychological intervention of dyslexia has a positive effect on aspects of psychological well-being in young adults – a randomized controlled study. Dyslexia, 28, 166-184. https://doi.org/10.1002/dys.1697
- O'Brien, B. A., Mansfield, J. S., y Legge, G. E. (2005), The effect of print size on reading speed in dyslexia. Journal of Research in Reading, 28, 332-349. https://doi.org/10.1111/j.1467-9817.2005.00273.x
- Olofsson, Å., Taube, K., y Ahl, A. (2015). Academic achievement of university students with dyslexia. Dyslexia, 21(4), 338-349. https://doi.org/10.1002/dys.1517
- Olofsson, Å., Ahl, A., y Taube, K. (2012). Learning and study strategies in university students with dyslexia: Implications for teaching. Procedia - Social and Behavioral Sciences, 47, 1184-1193. https://doi.org/10.1016/j.sbspro.2012.06.798
- O'Rourke, L., Connelly, V., Barnett, A. L., y Afonso, O. (2020). Use of spellcheck in text production by college students with dyslexia. Journal of Writing Research, 12(1), 35-62. https://doi.org/10.17239/jowr-2020.12.01.03
- Perea, M., Panadero, V., Moret-Tatay, C., y Gómez, P. (2012). The effects of inter-letter spacing in visual-word recognition: Evidence with young normal readers and developmental dyslexics. Learning and Instruction, 22(6), 420-430. https://doi.org/10.1016/j.learninstruc.2012.04.001
- Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332. https://doi.org/10.2307/1170741
- Pirttimaa, R., Takala, M., y Ladonlahti, T. (2015). Students in higher education with reading and writing difficulties. Education Inquiry, 6(1). https://doi: 10.3402/ edui.v6.24277
- Quick, R. L. (2013). Exploring faculty perceptions toward working with academically vulnerable college students. College Quarterly, 16(4), 1-13. https://eric.ed.gov/?id=EJ1020584
- Reid, G. (2004). Dyslexia: A complete guide for parents. John Wiley & Sons.
- Rello, L., y Baeza-Yates, R. (2013). Good fonts for dyslexia. Association for Computing Machinery (Ed.), ASSETS 2013: Proceedings of the 15th International ACM SIGACCESS Conference on Computers and Accessibility: Art. n.º 9 (pp. 1-8). Nueva York: ACM. https://doi.org/10.1145/2513383.2513447
- Richardson, J. T. (2022). The legibility of serif and sans serif typefaces: reading from paper and reading from screens. Springer. https://doi.org/10.1007/978-3-030-90984-0
- Richardson, J. T., y Wydell, T. N. (2003). The representation and attainment of students with dyslexia in UK higher education. Reading and Writing, 16, 475-503. https://doi.org/10.1023/A:1024261927214
- Richardson, G. (2015). Empowering academic success in postsecondary students who have dyslexia: Using strengths to break down barriers. [Tesis doctoral, Walden University] Walden dissertations and doctoral studies collection.
- Richardson, G. (2021). Dyslexia in higher education. Educational Research and Reviews, 16(4), 125-135. https://doi.org/10.5897/ERR2021.4128
- Rolak, M., Heerkens, Y., van Bakel, H., y van der Klink, J. (2023). Factors contributing to realizing valuable goals of students with dyslexia in higher education. Dyslexia, 29, 199-216. https://doi:10.1002/dys.1746
- Sacchi, E., Mirchin, R., y Laszlo, S. (2018). An Event-Related Potential study of letter spacing during visual word recognition. Brain Research, 1684, 9-20. https://doi.org/10.1016/j.brainres.2018.01.028
- Sjoblom, A. M., Eaton, E., y Stagg, S. D. (2016). The effects of letter spacing and coloured overlays on reading speed and accuracy in adult dyslexia. British Journal of Educational Psychology, 86(4), 630-639. https://doi: 10.1111/bjep.12127
- Spinelli, D., de Luca, M., Judica, A., y Zoccolotti, P. (2002). Crowding effects on word identification in developmental dyslexia. Cortex, 38, 179-200. https://doi:10.1016/ S0010-9452(08)70649-X