The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis

摘要: This article reports on a study focusing the inclusion of students with dyslexia in higher education (HE). A systematic review was carried out to retrieve, critically appraise and synthesize available evidence how can be fostered HE. The 15 studies included final synthesis employed descriptive designs overwhelmingly used qualitative methods explore dyslexic students' perceptions impact teaching, support accommodation their own learning experience. critical appraisal these revealed landscape significant gaps stock is presented narrative five cross-study thematic areas: student coping strategies, being identified as dyslexic, interaction academic staff, accessibility accommodations, using assistive technologies information communication technologies. Implications for practice future research are discussed.