{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,13]],"date-time":"2026-10-13T14:35:11Z","timestamp":1791902111895,"version":"4.3.4"},"reference-count":38,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2014,10,8]],"date-time":"2014-10-08T00:00:00Z","timestamp":1412726400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/3.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2014,11]]},"abstract":"<jats:p>\n                    This article reports on a study focusing on the inclusion of students with dyslexia in higher education (HE). A systematic review was carried out to retrieve, critically appraise and synthesize the available evidence on how the inclusion of students with dyslexia can be fostered in HE. The 15 studies included in the final synthesis employed descriptive designs and overwhelmingly used qualitative methods to explore dyslexic students' perceptions on the impact of teaching, support and accommodation in their own learning experience. A critical appraisal of these studies revealed a landscape of significant gaps in the available stock of evidence on the inclusion of students with dyslexia in HE. The synthesis of the available evidence is presented in a narrative of five cross\u2010study thematic areas: student coping strategies, being identified as dyslexic, interaction with academic staff, accessibility and accommodations, and using assistive technologies and information and communication technologies. Implications for practice and future research are discussed. \u00a92014 The Authors.\n                    <jats:italic>Dyslexia<\/jats:italic>\n                    published by John Wiley &amp; Sons, Ltd.\n                  <\/jats:p>","DOI":"10.1002\/dys.1484","type":"journal-article","created":{"date-parts":[[2014,10,8]],"date-time":"2014-10-08T03:41:53Z","timestamp":1412739713000},"page":"346-369","source":"Crossref","is-referenced-by-count":152,"title":["The Inclusion of Students with Dyslexia in Higher Education: A Systematic Review Using Narrative Synthesis"],"prefix":"10.1002","volume":"20","author":[{"given":"Marco","family":"Pino","sequence":"first","affiliation":[{"name":"University of Nottingham  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Luigina","family":"Mortari","sequence":"additional","affiliation":[{"name":"University of Verona  Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2014,10,8]]},"reference":[{"key":"e_1_2_6_2_1","doi-asserted-by":"publisher","DOI":"10.1186\/1471-2288-9-59"},{"key":"e_1_2_6_3_1","doi-asserted-by":"publisher","DOI":"10.1191\/1478088706qp063oa"},{"key":"e_1_2_6_4_1","unstructured":"British Dyslexia Association [BDA]. (2013).Dyslexia and specific learning difficulties in adults. Retrieved fromhttp:\/\/www.bdadyslexia.org.uk\/about\u2010dyslexia\/adults\u2010and\u2010business\/dyslexia\u2010and\u2010specific\u2010learning\u2010difficulties\u2010in\u2010adu.html[1 November 2013]"},{"key":"e_1_2_6_5_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.1457"},{"key":"e_1_2_6_6_1","unstructured":"Centre for Evidence\u2010Based Management [CEBMa]. (nd).Critical appraisal of a qualitative study. Retrieved fromhttp:\/\/www.cebma.org\/wp\u2010content\/uploads\/Critical\u2010Appraisal\u2010Questions\u2010for\u2010a\u2010Qualitative\u2010Study.pdf[1 November 2013]"},{"key":"e_1_2_6_7_1","doi-asserted-by":"publisher","DOI":"10.1080\/03634520500442178"},{"key":"e_1_2_6_8_1","first-page":"457","volume-title":"USAB '09 proceedings of the 5th symposium of the workgroup human\u2013computer interaction and usability engineering of the Austrian computer society on HCI and usability for e\u2010inclusion","author":"Dira\u00e4 N.","year":"2009"},{"key":"e_1_2_6_9_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-540-30111-0_21"},{"key":"e_1_2_6_10_1","volume-title":"Integrative approaches to qualitative and quantitative evidence","author":"Dixon\u2010Woods M.","year":"2004"},{"key":"e_1_2_6_11_1","unstructured":"Dziorny M. A.(2012).Online course design elements to better meet the academic needs of students with dyslexia in higher education. UMI Dissertations Publishing University of North Texas."},{"key":"e_1_2_6_12_1","unstructured":"Education Resources Information Center [ERIC]. (nd). Retrieved fromwww.eric.ed.gov\/ (1 November 2013)"},{"key":"e_1_2_6_13_1","volume-title":"Dyslexia and inclusion: Assessment and support in higher education","author":"Farmer M.","year":"2002"},{"key":"e_1_2_6_14_1","unstructured":"Government Accountability Office [GAO]. (2009).Higher education and disability. Report to the Chairman Committee on Education and Labor House of Representatives. GAO\u201010\u201033. Retrieved fromhttp:\/\/www.gao.gov\/new.items\/d1033.pdf[1 November 2013]"},{"key":"e_1_2_6_15_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.383"},{"key":"e_1_2_6_16_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10734-007-9070-8"},{"key":"e_1_2_6_17_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10734-006-9005-9"},{"key":"e_1_2_6_18_1","volume-title":"Supplementary guidance for inclusion of qualitative research in Cochrane systematic reviews of interventions","author":"Hannes K.","year":"2011"},{"key":"e_1_2_6_19_1","unstructured":"Higher Education Statistics Agency [HESA]. (nd).2011\/12 first year students by disability. Retrieved fromhttp:\/\/www.hesa.ac.uk\/index.php\/content\/view\/1897\/239\/[1 November 2013]"},{"key":"e_1_2_6_20_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.418"},{"key":"e_1_2_6_21_1","first-page":"261","volume-title":"The Routledge companion to dyslexia","author":"Kirkland J.","year":"2009"},{"key":"e_1_2_6_22_1","doi-asserted-by":"publisher","DOI":"10.1016\/0147-1767(85)90062-8"},{"key":"e_1_2_6_23_1","unstructured":"Lockley S.(nd).Dyslexia and higher education: Accessibility issues. The Higher Education Academy. 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