Creating inclusive environments for students with declared dyslexia studying online in higher education

Abstract

This qualitative study explores online tutors with personal and meaningful experiences (TPME) and their impact on the support and assessments of students with dyslexia in higher education. Specifically, it examines the strategies these tutors use when evaluating the assignments of students with declared dyslexia and their efforts to foster inclusive learning environments. The research methodology included using two vignettes and semi-structured interviews, which were designed to examine TPMEs’ decision-making processes and their strategies for providing appropriate support for dyslexic learners and for assessing their written work. The study involved six online tutors who taught undergraduate and postgraduate students at a business school in the United Kingdom. The findings reveal that TPMEs’ pedagogical approaches were strongly influenced by their personal experiences with individuals with dyslexia. Tutors with such experiences offered richer, more authentic insights and demonstrated a deep understanding of the unique challenges faced by dyslexic students. They also shared examples of how andragogy can be adapted to support learners who approach academic tasks from different perspectives. These findings reinforce the significance of the social model of disability, which advocates the design of inclusive and accessible educational materials and environments that benefit all learners. Based on these findings, the study proposes a model for enhancing peer learning and fostering inclusive practices and environments in higher education. This model could play a pivotal role in shaping university policies and practices, helping institutions better meet the needs of dyslexic learners and creating more inclusive learning environments.