Atención a las personas con dislexia en la formación universitaria: recomendaciones para la gestión institucional y la práctica docente

  1. Miguel Lázaro 1
  2. Juan C. Ripoll Salceda 2
  3. Marta Ferrero 3
  4. Paz Suárez-Coalla 4
  5. David Saldaña 5
  6. Manuel Perea 6
  7. Joana Acha 7
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad de Navarra
    info

    Universidad de Navarra

    Pamplona, España

    ROR https://ror.org/02rxc7m23

  3. 3 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

  4. 4 Universidad de Oviedo.
  5. 5 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  6. 6 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  7. 7 Universidad del País Vasco UPV/EHU.
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Revista:
Revista de Investigación en Logopedia

ISSN: 2174-5218

Año de publicación: 2024

Volumen: 14

Número: 2

Tipo: Artículo

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Otras publicaciones en: Revista de Investigación en Logopedia

Resumen

Spanish universities incorporate an increasing number of students with disabilities and special educational needs (SEN). This tendency takes place within the framework of the law known as LOSU, which urges universities to promote inclusiveness and accessibility in higher education. Despite this, Spanish universities usually do not have sufficient human and economic resources to convincingly address such inclusion. A group particularly affected by this lack is students with dyslexia. Although there are guidelines and orientations for this sample in many universities, they do not seem to be based on a sufficiently broad and rigorous study of the specialized bibliography. In this work we carried out an in-depth review of the specific bibliography and analyzed the results obtained. As a result of this literature review and analysis, a series of proposals of institutional character and teaching practice are suggested with the aim of improving the inclusion and accessibility of the students with dyslexia to university education. To comply with the Spanish law regarding the inclusion and accessibility of students with SEN, it is necessary to make investments and new decisions based on the knowledge provided by the available literature

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