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As a result of the widespread, and accelerating,\ud dissemination of digital technologies, there has been a profound effect on how people learn. These effects have been greatly debated over the years. While many educational developers have agree on the effects technologies have brought on educational performance, little attention has been made to the relationship between such technologies effects and individual differences such as individuals who suffer dyslexia. There are readily available Assistive Technologies1 that offer potential to help students with learning difficulties such as dyslexia. This paper will attempt to tease out these technologies and dyslexia types, hence attempt at providing a\ud solution. The focus should not be on correlating one technology to one disability. Instead of identifying different pedagogical needs such as help with reading and writing. Then, trying to meet those needs by looking at the whole range of ways that available.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • [1] V. Sekovanić, DP. Vukovac, and Z. Podbojec, “Usability Case Study of Adapted E-Learning Course for Dyslexic Students”. Madrid, Spain, the 5th International Conference of Education, Research and Innovation. 2012.
    • [2] T. Tinklin, S. Riddell and A. Wilson, Disabled Students in Higher Education, 2004. http://www.ces.ed.ac.uk/PDF%20Files/Brief032.pdf (Accessed date: 22 April, 2013).
    • [3] P. Ott, How to Detect and Manage Dyslexia: A Reference and Resource Manual , 1st edn, Heinemann: Oxford, 1997.
    • [4] BDA, 2013. An Overview of Dyslexia, 2013. http://www.bdadyslexia.org.uk/about-dyslexia/adults-andbusiness/an-overview-of-dyslexia.html (Accessed date: 22 April, 2013).
    • [5] T. Ingram, “The dyslexic child”, The Practitioner, Vol 192, pp. 503- 516, 1964.
    • [6] D. Johnson and H. Myklebust, Learning Disabilities: Educational Principles and Remedial Approaches, Grune & Stratton:New York, 1967.
    • [7] E. Boder, “Developmental dyslexia: a diagnostic approach based on three atypical reading-spelling patterns”, Devl. Med. Child Neurol, Vol 15, pp. 663-687, 1973.
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