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==== Design implications ====
A "multiple cultural model" of [[instructional design]] emphasizes variability and flexibility in the process of designing for multicultural inclusiveness, focusing on the development of learning environments reflecting the multicultural realities of society, include multiple ways of teaching and learning, and promote equity of outcomes.<ref>Henderson, L. (1994). Reeves' pedagogic model of interactive learning systems and cultural contextuality (pp. 189–203). Presented at the Proceedings of the second international interactive multimedia symposium, Promaco Conventions Pty. Ltd. Perth.</ref><ref>Henderson, L. (1996). Instructional design of interactive multimedia: A cultural critique. Educational Technology Research and Development, 44(4), 85–104.</ref> McLoughlin, C. & Oliver<ref>McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. Australasian Journal of Educational Technology, 16(1). Retrieved from http://ascilite.org.au/ajet/submission/index.</ref> propose a social, constructivist approach to the design of culturally-sensitive CSCL environments which emphasizes flexibility with regard to specific learning tasks, tools, roles, responsibilities, communication strategies, social interactions, learning goals and modes of assessment [B5]. Constructivist instructional design approaches such as R2D2<ref>Willis, J. (1995). A Recursive, Reflective Instructional Design Model Based on Constructivist-Interpretivist Theory. Educational Technology, 35(6), 5–23.</ref> which emphasize reflexive, recursive, [[participatory design]] of learning experiences may be employed in developing CSCL which authentically engages learners from diverse linguistic and cultural backgrounds.
== Dyslexia in Computer-Supported Collaborative Learning ==
=== History ===
[[Dyslexia]] primarily involves difficulties with reading, spelling and sentence structure, transposition, memory, organization and time management, and lack of confidence.<ref>Woodfine, et. al. (2006). Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match!. Science Direct, 703-717.</ref> Dyslexia has in the past two decades become increasingly present in research and legislation. The United Kingdom passed the [[Disabilities Discrimination Act 1995]] in which institutions were required to “reasonably adjust” instruction for students with disabilities, particularly physical and sensory disabilities; in 2002, the Special Education Needs and Disabilities Act adjusted the legislation to include learning disabilities.
[[The Americans with Disabilities Act of 1900]] (ADA) established that all students with disabilities must be included in all state and districtwide assessments of student progress. The ADA also guarantees equal accommodation for the disabled in, “employment, public accommodations, state and local government services, transportation, and telecommunications.”<ref>Woodfine, et. al. (2006). Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match!. Science Direct, 703-717.</ref>
In recent years, tools such as WebHelpDyslexia and other capabilities of web applications have increased the availability of tools to provide coping skills for students with dyslexia.<ref>Avelar, L. O., Rezende, G. C., & Friere, A. P. (2015). WebHelpDyslexia: a browser extension to adapt web content for people with dyslexia. Procedia Computer Science, 67, 150-159.</ref>
==See also==
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