Participation Problems and Effective Accommodations in Students with Dyslexia in Higher Education

Autor/inn/en	Tops, Wim; Jansen, Dorien; Ceulemans, Eva; Petry, Katja; Hilton, Nanna Haug; Baeyens, Dieter
Titel	Participation Problems and Effective Accommodations in Students with Dyslexia in Higher Education
Quelle	In: European Journal of Special Needs Education, 38 (2023) 3, S.317-333 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2089507
Schlagwörter	Student Participation; Academic Accommodations (Disabilities); Dyslexia; College Students; Teaching Methods; Evaluation Methods; Instructional Effectiveness; Foreign Countries; Reading Comprehension; Spelling; Reading Rate; Executive Function; Belgium + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ausland; Leseverstehen; Schreibweise; Reading readiness; Reading speed; Lesegeschwindigkeit; Belgien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01