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General Information
ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
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questions or comments to
IJLT Editorial Office
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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What's New
2024-04-30
Vol. 10, No. 2, 2024 has been published!
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
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Volume 2, No. 1, June 2016
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Listening to the Voice of Dyslexic Students at a Small, Vocational Higher Education Institution to Promote Successful Inclusive Practice in the 21st Century
Deena M. Webster
Harper Adams University, Newport, UK
Abstract
— Vocational University has 20% of the student population with a specific learning difficulty. The UK Government will cut the Disabled Students' Allowance by 70% targeting students with learning disabilities. Attending higher education may become unviable due to the removal of financial support. This paper aims to investigate difficulties that students encounter utilising a dyslexic student survey. 43 questionnaires were collected and analysed using Pearson's Correlation, Chi-square and determining key themes in open questions. Results show dyslexic students need to read more for pleasure to increase their lexicography and topic understanding. Higher education institutions need to implement strategies to empower students and lecturers to be aware of learning styles. Staff need to reduce the speed of delivery of lectures and be more approachable to students. Examinations should be reduced and course-work increased to be more inclusive. A lecturer/support staff/student feedback loop should be implemented to further improve inclusivity. Further research should be undertaken with a larger student sample and include lecturers' perspectives on learning difficulties.
Index Terms
—dyslexia, higher education, teaching, learning
Cite: Deena M. Webster, "Listening to the Voice of Dyslexic Students at a Small, Vocational Higher Education Institution to Promote Successful Inclusive Practice in the 21st Century," International Journal of Learning and Teaching, Vol. 2, No. 1, pp. 78-86, June 2016. doi: 10.18178/ijlt.2.1.78-86
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