Kira Duncan
<EMAIL_ADDRESS>Ontario Tech Univeristy
Abstract
As the most common learning disability in Canada, dyslexia impacts the lives of many students (Dyslexia Canada, n.d.). While learners with dyslexia progress through their educational careers, some will continue to need access to accommodations, including the use of assistive technologies. There are several considerations to take when identifying beneficial assistive technology features for learners with dyslexia regarding individualization and cognitive load. Presently, many easily accessible and low-cost technologies integrate assistive technology features, so learners with or without formalized accommodations can benefit. This paper defines dyslexia and makes recommendations for assistive technologies to support students with dyslexia in higher education.
Keywords
assistive technology, dyslexia, higher education, learning disability
Introduction
It is estimated that dyslexia affects approximately ten percent of the world population in some way, with between two and four percent experiencing serious effects (European Dyslexia Association, n.d.). In fact, it is the most common learning disability in Canada (Dyslexia Canada, n.d.). While such students may have received early intervention, it is becoming increasingly apparent that accommodation and support may be necessary throughout their educational careers (Shaywitz & Shaywitz, 2020). In support of this viewpoint, the Supreme Court of Canada ruled in 2012 that students with learning disabilities have a right to a meaningful education that will allow them to reach their full potential throughout their education (Philpott & Fiedorowicz, 2012). As such, it is worth investigating the assistive technologies available to educators at the post-secondary level to support students with dyslexia.
Background Information
Students with Dyslexia
Dyslexia is defined as challenges in literacy skills which result from difficulty with phonological processing(Shaywitz & Shaywitz, 2020; Tunmer & Greaney, 2010). It occurs in people with otherwise typical cognitive development and intellect. A student with dyslexia (SD) may struggle with accuracy or fluency in reading, writing, and spelling because of lower activity in some parts of the brain associated with reading (Shaywitz & Shaywitz, 2020; Tunmer & Greaney, 2010). Tunmer and Greaney (2010) note that although the central component is always a difficulty with decoding, or translating writing into speech, it may also be accompanied by additional deficits, for example, with short-term memory, planning, and organization.
Having a learning disability, such as dyslexia, can have long-lasting effects on a person’s life. People with dyslexia face greater challenges in life than those without it. They are less likely to complete high school or go to college, and they have a higher likelihood of living in poverty (Shaywitz & Shaywitz, 2020). Even with early intervention to support decoding skills, challenges with l