Reid, G., Strnadová, I., & Cumming, T. (2013). Expanding horizons for students with dyslexia in the 21st century: Universal design and mobile technology. Journal Of Research In Special Educational Needs, 13(3), 175-181.
This source discusses how the Universal Design Principles can be applied in settings to help those with dyslexia. Specifically, the article talks about the use of mobile technology aiding and supporting learners in a diverse range of academic skills. The authors offer different skills that can be addressed and provide examples of applications that can be used to help people with dyslexia, but they didn’t explain how they are helpful. I would use this source in my paper to suggest different styles of helping people cope with dyslexia. It will be important to note how the modern world of technology is becoming more helpful and aware of the difficulties people experience with dyslexia. Knowing about the Universal Design Principles will be beneficial to frame my argument.
Jacob, S. W., Wadlington, E., & Bailey, S. (1998). Accommodations and modifications for students with dyslexia in the college classroom. College Student Journal, 32(3), 364-369.
In this text, dyslexia is defined, the characteristics of dyslexia are described and there is an exploration of the legal foundations surrounding dyslexia. The source provides examples for accommodations and a checklist that can be used to hold colleges accountable. This source will be very helpful in guiding the different types of ways that classrooms can be changed to accommodate those with dyslexia. I will begin to generate ideas from the checklist and the accommodations listed. The background information will be helpful as well when defining what dyslexia is and how it is characterized.
Gerber, P. J., & Price, L. A. (2012). Self-disclosure in adults with learning disabilities and dyslexia: Complexities and considerations. In N. Brunswick (Ed.) , Supporting dyslexic adults in higher education and the workplace (pp. 136-148). Wiley-Blackwell. doi:10.1002/9781119945000.ch14
This source discusses the contexts and circumstances that could persuade someone to disclose their dyslexia to their peers and employers. The chapter discusses the different impacts that disclosing this information might bring about. It supplies the pros and cons to take into consideration. I can use this text to understand the benefits of disclosing information about the disability. I am going to think critically about the need to disclose this information. The source will provide information of how dyslexia is currently perceived and approached in the work force.
Dror, I. E., Makany, T., & Kemp, J. (2011). Overcoming learning barriers through knowledge management. Dyslexia (10769242), 17(1), 38-47. doi:10.1002/dys.419
This source provides evidence of research that analyzes the differences between linear and non-linear note taking strategies for a control group and an experimental group, a group with dyslexia. The findings showed that the experimental group either performed at the same level or a higher level than the control group when they used non-linear note taking strategies and the control group used linear note taking strategies. The conclusions emphasize how different knowledge management techniques can avoid learning barriers. The findings provide information that suggests alternative ways of accommodating people with dyslexia. I can use this information to provide details on the strengths of people with dyslexia and how learning environments can encourage a certain way of learning so that students with dyslexia can be as successful as students without the disability.
Gersons-Wolfensberger, D. M., & Ruijssenaars, W. M. (1997). Definition and Treatment of Dyslexia: A Report by the Committee on Dyslexia of the Health Council of the Netherlands. Journal Of Learning Disabilities, 30(2), 209-13.
This source defines dyslexia, reports on how to diagnosis it, and suggests how to treat it. Specific professionals are listed that are involved with dyslexia. The source also discusses education and health care associated with the disorder in the Netherlands. I will use this source to strengthen the basis of my knowledge on dyslexia. I will note the impact dyslexia plays in education and health care in the Netherlands and compare it the U.S. The specialists that can help those with dyslexia open new fields of study that involve dyslexia. These new fields will have separate ways of accommodating and interpreting the struggles associated with dyslexia. I will use this source as a comparison to the United States. It offers techniques that can be applied internationally.
This source discusses how the Universal Design Principles can be applied in settings to help those with dyslexia. Specifically, the article talks about the use of mobile technology aiding and supporting learners in a diverse range of academic skills. The authors offer different skills that can be addressed and provide examples of applications that can be used to help people with dyslexia, but they didn’t explain how they are helpful. I would use this source in my paper to suggest different styles of helping people cope with dyslexia. It will be important to note how the modern world of technology is becoming more helpful and aware of the difficulties people experience with dyslexia. Knowing about the Universal Design Principles will be beneficial to frame my argument.
Jacob, S. W., Wadlington, E., & Bailey, S. (1998). Accommodations and modifications for students with dyslexia in the college classroom. College Student Journal, 32(3), 364-369.
In this text, dyslexia is defined, the characteristics of dyslexia are described and there is an exploration of the legal foundations surrounding dyslexia. The source provides examples for accommodations and a checklist that can be used to hold colleges accountable. This source will be very helpful in guiding the different types of ways that classrooms can be changed to accommodate those with dyslexia. I will begin to generate ideas from the checklist and the accommodations listed. The background information will be helpful as well when defining what dyslexia is and how it is characterized.
Gerber, P. J., & Price, L. A. (2012). Self-disclosure in adults with learning disabilities and dyslexia: Complexities and considerations. In N. Brunswick (Ed.) , Supporting dyslexic adults in higher education and the workplace (pp. 136-148). Wiley-Blackwell. doi:10.1002/9781119945000.ch14
This source discusses the contexts and circumstances that could persuade someone to disclose their dyslexia to their peers and employers. The chapter discusses the different impacts that disclosing this information might bring about. It supplies the pros and cons to take into consideration. I can use this text to understand the benefits of disclosing information about the disability. I am going to think critically about the need to disclose this information. The source will provide information of how dyslexia is currently perceived and approached in the work force.
Dror, I. E., Makany, T., & Kemp, J. (2011). Overcoming learning barriers through knowledge management. Dyslexia (10769242), 17(1), 38-47. doi:10.1002/dys.419
This source provides evidence of research that analyzes the differences between linear and non-linear note taking strategies for a control group and an experimental group, a group with dyslexia. The findings showed that the experimental group either performed at the same level or a higher level than the control group when they used non-linear note taking strategies and the control group used linear note taking strategies. The conclusions emphasize how different knowledge management techniques can avoid learning barriers. The findings provide information that suggests alternative ways of accommodating people with dyslexia. I can use this information to provide details on the strengths of people with dyslexia and how learning environments can encourage a certain way of learning so that students with dyslexia can be as successful as students without the disability.
Gersons-Wolfensberger, D. M., & Ruijssenaars, W. M. (1997). Definition and Treatment of Dyslexia: A Report by the Committee on Dyslexia of the Health Council of the Netherlands. Journal Of Learning Disabilities, 30(2), 209-13.
This source defines dyslexia, reports on how to diagnosis it, and suggests how to treat it. Specific professionals are listed that are involved with dyslexia. The source also discusses education and health care associated with the disorder in the Netherlands. I will use this source to strengthen the basis of my knowledge on dyslexia. I will note the impact dyslexia plays in education and health care in the Netherlands and compare it the U.S. The specialists that can help those with dyslexia open new fields of study that involve dyslexia. These new fields will have separate ways of accommodating and interpreting the struggles associated with dyslexia. I will use this source as a comparison to the United States. It offers techniques that can be applied internationally.