Melanie Schaur, Reinhard Koutny,
"Dyslexia, Reading/Writing Disorders: Assistive Technology and Accessibility: Introduction to the Special Thematic Session"
, in Miesenberger, Klaus; Kobayashi, Makoto; Penáz, Petr: ICCHP 2024 - Computers Helping People with Special Needs, 19th International Conference, Linz, Austria, July 8-12, 2024, Proceedings, Part II, Serie Serie Lecture Notes in Computer Science (LNCS), Vol. 14751, Springer, Cham, Seite(n) 269-274, 2024, ISBN: 978-3-031-62849-8
Original Titel:
Dyslexia, Reading/Writing Disorders: Assistive Technology and Accessibility: Introduction to the Special Thematic Session
Sprache des Titels:
Englisch
Original Buchtitel:
ICCHP 2024 - Computers Helping People with Special Needs, 19th International Conference, Linz, Austria, July 8-12, 2024, Proceedings, Part II
Original Kurzfassung:
Dyslexia, a neurobiological condition that affects individuals worldwide, poses significant challenges in academic settings, regardless of language or cultural background. Primarily characterized by difficulties in phonological and visual processing, dyslexia affect reading and writing skills, leading to lower academic achievement and potential social stigma. This special thematic session synthesizes recent research on dyslexia, focusing on its impact on education and the role of assistive technology (AT) in mitigating its effects. Key themes include the diverse manifestations of dyslexia, the challenges faced by individuals at different stages of education, and the potential of assistive technology to support learning. Drawing on systematic literature reviews and empirical studies, the special thematic session discusses the multifaceted nature of dyslexia, highlighting its impact on reading fluency, comprehension, and academic achievement. It also explores the diverse experiences of dyslexic individuals in higher education, highlighting the need for tailored interventions and inclusive practices. The special thematic session also examines the effectiveness of assistive technology in addressing dyslexia-related difficulties, particularly in literacy and numeracy. It highlights the importance of user-centred design and technological innovation in developing dyslexia-friendly tools that increase accessibility and engagement. It also discusses emerging technologies, such as augmented reality and intelligent reading assistants, as promising ways to support dyslexic learners. Moreover, the special thematic session emphasizes the importance of holistic approaches to dyslexia intervention that integrate educational, technological, and societal perspectives.
Forschungs-