Supporting Dyslexia in the Programming Classroom

Abstract

Existing approaches to teaching in higher education continue, despite legislation, to be largely exclusive of the dyslexic population. In this report, the ICF classification of dyslexia, current legislation on disability, and the problems associated with dyslexia are investigated within the higher educational sphere, and specifically within the field of programming. Dyslexic adults who study programming at university or college level could be better supported through the use of sequential assessments, multi-modal approaches to learning, assistive technologies, and appropriate tutor support. In consequence of these approaches, the standards set by the ICF, the DDA (1995), and the Equality Act (2010) should be met in the higher education programming classroom.

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