Attention for people with dyslexia in higher education: Recommendations at institutional and teaching practice level
Abstract
Spanish universities incorporate an increasing number of students with disabilities and special educational needs (SEN). This incorporation takes place within the framework of the law known as LOSU, which urges universities to promote inclusiveness and accessibility in university education. Despite this law, Spanish universities do not usually have the necessary human and economic resources to convincingly address such inclusion. A particularly large group of students with SEN is those with dyslexia. For this group of students there are guidelines and orientations in many universities, although 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 the extensive literature review, a series of proposals of institutional character and teaching practice are generated with the aim of improving the inclusion and accessibility of the students with dyslexia to university studies. To comply 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.
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