A trial of resources to support students with Dyslexia

Heraty, Calum; Bhaird, Ciarán Mac an; Mulligan, Peter; O'Malley, James; O'Neill, Rachel

doi:10.21100/msor.v19i1.1136

Cited by 3 publications

(13 citation statements)

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“…A survey of MSC co-ordinators and 1 st year lecturers across Ireland and the UK (Cliffe et al, 2020) identified similar problems. At MU we have increased the visibility of MAP in our MSC tutor training, for example, we are involved with sigma (http://www.sigma-network.ac.uk/sigs/accessibility-sig/) in the development and trial of accessibility resources specifically for those who co-ordinate and tutor in MLS (Heraty et al, 2021). Cliffe et al (2020) also found that staff were often unaware of how they should support MAP students academically and, furthermore, if there was collaboration between MLS and MAP services locally.…”

Section: Discussionmentioning

confidence: 99%

“…While the MAP Office provides a broad range of non-academic supports (see https://www.maynoothuniversity.ie/access-office/about-map), the focus of this paper is on the academic mathematics supports provided for MAP students. Key to the success of such services is that they are research-based (Lawson et al, 2019) and having previously investigated the trial of resources to assist students with dyslexia (Heraty et al, 2021), we decided that this first local examination of all academic mathematics supports available to MAP students was an appropriate next step.…”

Section: Introductionmentioning

confidence: 99%

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Access, Disability and Mature Student Opinion on Academic Mathematics Supports

Bhaird

Mulligan

O'Malley

et al. 2022

MSOR

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In this paper we report on the main themes which emerged from analysis of a survey of students registered with the Access, Disability and Mature Student offices at Maynooth University. The survey focussed on the students’ experiences of mathematics and the mathematics academic supports available to them. The majority of student feedback was positive, for example their engagement with the Mathematics Support Centre, improved understanding of mathematics and the influence of tutors and peers. However, some issues emerged in relation to impact on learning, such as inflexible departmental structures with fixed deadlines and a lack of student awareness of the supports available. In addition to discussing the main results, we outline how the findings will guide the future provision of such supports.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Access, Disability and Mature Student Opinion on Academic Mathematics Supports

Bhaird

Mulligan

O'Malley

et al. 2022

MSOR

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“…Thirty-seven studies screened since 2017-2022, Sixteen focused on the effects of online learning for people with dyslexia (Lebenicnik & Starčič, 2020;Pang& Jen, 2018;Alghabban et al, 2017;Heraty, 2021;Ziadat, 2021;Zawadka, 2021;Fung, 2022;Alghabban & Hendley, 2022, July;Sari et al, 2021;Shawaqfeh et al, 2020;Forteza-Forteza, 2021;Alghabban, 2020;Ayed H, 2021;Anette Andresen, 2018;Laura R. Hennessy, 2022;Dawson, 2021) to quantify and analyze the effectiveness of online learning of dyslexic students by comparing their learning effectiveness with that of regular students or by recording the performance of dyslexic students.…”

Section: Characteristics Of the Studymentioning

confidence: 99%

“…Twenty-eight studies have focused on the effects of external factors on the online learning outcomes of dyslexics when they act on them, and the exogenous factors involved are broadly: teachers' cognitive, behavioral, and instructional strategies (Kormos & Nijakowska, 2017;Novembli & Azizah, 2019, April;Heraty, 2021;Ibrahim, 2021), the learning environment and learning resources in which dyslexic individuals live (Pang & Jen, 2018;Lerga et al, 2021;Cancer et al, 2021;Thompson & Copeland, 2020;Forteza-Forteza, 2021;Kim, 2020), dyslexia-related learning system development (Alsobhi & Alyoubi, 2019;Alghabban et al, 2017;Burac & Cruz, 2020, April;Fung, 2022;Alghabban & Hendley, 2022, July;Cain & Fanshawe, 2021;Sari et al,2021;Rodríguez-Cano, 2021;Bhavana Srivastava, 2020), the…”

Section: Characteristics Of the Studymentioning

confidence: 99%

The Impact of Dyslexia on the Effectiveness of Online Learning: A Systematic Literature Review

Liu

Costa

Yasin

2023

SMC

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Dyslexia can have an impact on online learning outcomes. However, few studies have examined the association between dyslexia and online learning effectiveness. This systematic review focused on the effects of dyslexia on online learning effectiveness to conduct research in three major categories: analysis of impact, analysis of dyslexia on online learning, and analysis of interventions. A screening of two bibliographic databases identified 37 articles that met the inclusion criteria. The study determined that dyslexic learners are uncomforted with online learning and suffer from frustrated self-confidence and decreased academic performance in the learning process. It even affects the learners' evaluation of themselves and causes a decrease in self-efficacy. Among these, research on influencing factors can be divided into two dimensions: internal and external factors. Dyslexic learners are influenced by both the type of dyslexia and their psychological characteristics, as well as by teachers, teaching strategies, online educational environments, and educational media. These influences provide intervention strategies, such as developing customized online learning systems for dyslexic learners and exploring interventions in telerehabilitation medicine. However, no intervention strategies involve adjustments to the internal psychology of dyslexic learners and external support systems. Therefore, more research is needed to explore the differential impact of dyslexia on online learning and to understand the factors that produce this impact to provide a theoretical basis and direction for the generation of instructional strategies for dyslexics and the adaptation of online learning for dyslexics.

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“…In this trial, the onus was on the student to request the use of the resources, as MSC tutors are not aware of any student's disability, unless they voluntarily disclose this information. While the number of students who engaged was relatively low, their feedback on the use of the resources was broadly positive, and full details are available in Heraty et al (2021).…”

Section: Introductionmentioning

confidence: 99%

The sigma Accessibility Special Interest Group: Resources Update

Hand¹,

Bhaird²,

Mulligan³

et al. 2023

MSOR

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This article contains a short update on the work of the sigma Accessibility Special Interest Group. We announce the release of resources to assist mathematics tutors and coordinators with the support of mature students and those with dyslexia, dyscalculia and dyspraxia. We provide a brief background to the development of these resources and describe their pilot in two institutions, one in England and the other in Ireland. We close with a description of the next stages of work for the special interest group and a call for additional people to get involved.

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A trial of resources to support students with Dyslexia

Cited by 3 publications

References 1 publication

Access, Disability and Mature Student Opinion on Academic Mathematics Supports

Access, Disability and Mature Student Opinion on Academic Mathematics Supports

The Impact of Dyslexia on the Effectiveness of Online Learning: A Systematic Literature Review

The sigma Accessibility Special Interest Group: Resources Update

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