The purpose of this paper is to present results from empirical research with dyslexic students in Higher Education that focuses on the impact of dyslexia on the study of computing. HESA (Higher Education Statistics Agency) statistics suggest that Computer Science is one of the subjects to which dyslexic students are attracted. This study was motivated by the question as to whether there might be anything particular about the discipline of computer programming that makes it either beneficial or problematic for dyslexic students. In addition, we were also interested in dyslexic students' general experience of assessment, learning and teaching, as well as their views of proposed accessibility guidelines. The Greek word 'dyslexia' means 'difficulty with words'. The British Dyslexia Association (2007) describes dyslexia as “a combination of abilities and difficulties that affect the learning process in one or more of reading, spelling and writing”. Dyslexic students are a substantial and growing proportion of the overall student population, for whom learning materials should be made accessible. It is argued that good practice in approaches in assessment learning and teaching for disabled students is generally good practice for all students (Brown, Adams, 2006). Many of the adjustments, such as well prepared handouts, instructions given in writing as well as verbally, notes put on-line, and variety and flexibility in forms of assessment, are simply good teaching and learning practices from which all students can benefit.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)