Computer-supported collaborative learning: Difference between revisions

Revision as of 15:44, 11 November 2017

Revision as of 15:45, 11 November 2017

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[[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 [[Disability 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 19001990]] (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>