Topic: Dyslexia in Higher Education
Dyslexia is a learning disability that is characterized by difficulties with reading and spelling errors (Youman, 134). Only treatments and coping mechanisms are available to counteract the challenges of the disability. Dyslexia in higher education is significant because students are expected to already have coping strategies for their disabilities. Frequently, this isn’t the case. Many experiments are developed to diagnosis and evaluate the best way to help students with dyslexia. Laws dictate actions of institutions that benefit and inhibit those with disabilities. With the availability of more information higher education institutions should become more responsive to the dyslexic community.
Students with dyslexia reach a barrier once they reach beyond secondary education. The law doesn’t require colleges and universities to provide the appropriate public education. Students must notify their higher education institutions of their disability and must seek out the necessary accommodations (Youman, 149). Some institutions that make efforts to include students with dyslexia make it easy to speak up about dyslexia through diagnosis tests, interviews and trained specialists that are experts with helping students with dyslexia (Mortimore, 38). Unfortunately not all states recognize dyslexia as a disability, so there is a lack of standardization across institutions (Tops, 187).
The law leaves it up to the students and universities to work and communicate together so that students with dyslexia have available accommodations and modifications that allow education to be equally available to all kinds of students (Gersons-Wolfensberger, 210). The theory of Universal Design for Learning responds to this idea of availability for all, by advocating for classroom environments and teacher instruction that is accessible for all kinds of students without modifications for specific abilities. This includes all types of expression and representation (Reid, 175). Most sources agree that dyslexic students learn best through multi-sensory instruction including visual diagrams and audio components (Jacob, 365). Experiments have proven that a non-traditional way of note taking, through recording graphically allows dyslexic students to acquire a better understanding of the material being presented (Dror, 42).
Universal Design of Learning supports the use of technology to help cope with dyslexia (Reid, 177). Mobile applications can be used to help with reading comprehension and reading speed (Schneps, 3). These apps can be used via iPod touches, iPads, or other tablets. Students can have passages read aloud to them, spaced out more clearly and colored in different contrasts through these applications (Schneps, 6). Universities are notoriously known for being slow to adopt a new technology, which has slowed the process of accommodating students with learning disabilities (Reid, 176).
Even without explicit laws that enable students with dyslexia to flourish in colleges and universities, many higher education institutions have inputted policies to modify the academic experience for all students. There are plenty of resources available for institutions of higher education to adopt that would benefit not only students with dyslexia but also help the other students. As more information becomes credible, laws and policies will need to adapt to become more inclusive of students with dyslexia in higher education.
Dyslexia is a learning disability that is characterized by difficulties with reading and spelling errors (Youman, 134). Only treatments and coping mechanisms are available to counteract the challenges of the disability. Dyslexia in higher education is significant because students are expected to already have coping strategies for their disabilities. Frequently, this isn’t the case. Many experiments are developed to diagnosis and evaluate the best way to help students with dyslexia. Laws dictate actions of institutions that benefit and inhibit those with disabilities. With the availability of more information higher education institutions should become more responsive to the dyslexic community.
Students with dyslexia reach a barrier once they reach beyond secondary education. The law doesn’t require colleges and universities to provide the appropriate public education. Students must notify their higher education institutions of their disability and must seek out the necessary accommodations (Youman, 149). Some institutions that make efforts to include students with dyslexia make it easy to speak up about dyslexia through diagnosis tests, interviews and trained specialists that are experts with helping students with dyslexia (Mortimore, 38). Unfortunately not all states recognize dyslexia as a disability, so there is a lack of standardization across institutions (Tops, 187).
The law leaves it up to the students and universities to work and communicate together so that students with dyslexia have available accommodations and modifications that allow education to be equally available to all kinds of students (Gersons-Wolfensberger, 210). The theory of Universal Design for Learning responds to this idea of availability for all, by advocating for classroom environments and teacher instruction that is accessible for all kinds of students without modifications for specific abilities. This includes all types of expression and representation (Reid, 175). Most sources agree that dyslexic students learn best through multi-sensory instruction including visual diagrams and audio components (Jacob, 365). Experiments have proven that a non-traditional way of note taking, through recording graphically allows dyslexic students to acquire a better understanding of the material being presented (Dror, 42).
Universal Design of Learning supports the use of technology to help cope with dyslexia (Reid, 177). Mobile applications can be used to help with reading comprehension and reading speed (Schneps, 3). These apps can be used via iPod touches, iPads, or other tablets. Students can have passages read aloud to them, spaced out more clearly and colored in different contrasts through these applications (Schneps, 6). Universities are notoriously known for being slow to adopt a new technology, which has slowed the process of accommodating students with learning disabilities (Reid, 176).
Even without explicit laws that enable students with dyslexia to flourish in colleges and universities, many higher education institutions have inputted policies to modify the academic experience for all students. There are plenty of resources available for institutions of higher education to adopt that would benefit not only students with dyslexia but also help the other students. As more information becomes credible, laws and policies will need to adapt to become more inclusive of students with dyslexia in higher education.
Works Cited:
Dror, Itiel E., Tamas Makany, and Jonathan Kemp. "Overcoming Learning Barriers Through Knowledge Management." Dyslexia (10769242) 17.1 (2011): 38-47. Academic Search Complete. Web. 21 Nov. 2013.
Gersons-Wolfensberger, D. C. M., and Wied A. J. J. M. Ruijssenaars. "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 (1997): 209-13. ERIC. Web. 21 Nov. 2013.
Jacob, Shirley W., Elizabeth Wadlington, and Sandra Bailey. "Accommodations And Modifications For Students With Dyslexia In The College Classroom." College Student Journal 32.3 (1998): 364-369. PsycINFO. Web. 21 Nov. 2013.
Mortimore, Tilly. "Dyslexia In Higher Education: Creating A Fully Inclusive Institution." Journal Of Research In Special Educational Needs 13.1 (2013): 38-47. PsycINFO. Web. 21 Nov. 2013.
Reid, Gavin, Iva Strnadová, and Therese Cumming. "Expanding Horizons For Students With Dyslexia In The 21St Century: Universal Design And Mobile Technology." Journal Of Research In Special Educational Needs 13.3 (2013): 175-181. PsycINFO. Web. 21 Nov. 2013.
Schneps, Matthew H., Jenny M. Thomson, Chen Chen, Gerhard Sonnert, and Marc Pomplun. "E-Readers Are More Effective than Paper for Some with Dyslexia." PLOS One (2013): n. pag. Web. 20 Nov. 2013.
Tops, W., Callens, M., Lammertyn, J., Van Hees, V., & Brysbaert, M. (2012). Identifying students with dyslexia in higher education. Annals of Dyslexia, 62(3), 186-203. doi: 10.1007/s11881-012-0072-6
Youman, M., & Mather, N. (2013). Dyslexia Laws In The USA. Annals of Dyslexia,63(2), 133-153. doi: 10.1007/s11881-012-0076-2
Dror, Itiel E., Tamas Makany, and Jonathan Kemp. "Overcoming Learning Barriers Through Knowledge Management." Dyslexia (10769242) 17.1 (2011): 38-47. Academic Search Complete. Web. 21 Nov. 2013.
Gersons-Wolfensberger, D. C. M., and Wied A. J. J. M. Ruijssenaars. "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 (1997): 209-13. ERIC. Web. 21 Nov. 2013.
Jacob, Shirley W., Elizabeth Wadlington, and Sandra Bailey. "Accommodations And Modifications For Students With Dyslexia In The College Classroom." College Student Journal 32.3 (1998): 364-369. PsycINFO. Web. 21 Nov. 2013.
Mortimore, Tilly. "Dyslexia In Higher Education: Creating A Fully Inclusive Institution." Journal Of Research In Special Educational Needs 13.1 (2013): 38-47. PsycINFO. Web. 21 Nov. 2013.
Reid, Gavin, Iva Strnadová, and Therese Cumming. "Expanding Horizons For Students With Dyslexia In The 21St Century: Universal Design And Mobile Technology." Journal Of Research In Special Educational Needs 13.3 (2013): 175-181. PsycINFO. Web. 21 Nov. 2013.
Schneps, Matthew H., Jenny M. Thomson, Chen Chen, Gerhard Sonnert, and Marc Pomplun. "E-Readers Are More Effective than Paper for Some with Dyslexia." PLOS One (2013): n. pag. Web. 20 Nov. 2013.
Tops, W., Callens, M., Lammertyn, J., Van Hees, V., & Brysbaert, M. (2012). Identifying students with dyslexia in higher education. Annals of Dyslexia, 62(3), 186-203. doi: 10.1007/s11881-012-0072-6
Youman, M., & Mather, N. (2013). Dyslexia Laws In The USA. Annals of Dyslexia,63(2), 133-153. doi: 10.1007/s11881-012-0076-2