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

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

     Universidad Complutense de Madrid

     Madrid, España

     
  2. [2] Universidad de Navarra

     Universidad de Navarra

     Pamplona, España

     
  3. [3] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
  4. [4] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
  5. [5] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
  6. [6] Universitat de València

     Universitat de València

     Valencia, España

     
  7. [7] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     

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• Localización: Revista de Investigación en Logopedia, ISSN-e 2174-5218, Vol. 14, Nº. 2, 2024
• Idioma: español
• DOI: 10.5209/rlog.93726
• Títulos paralelos:
  • Attention for people with dyslexia in higher education: Recommendations at institutional and teaching practice level
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• Resumen
  • español

    La universidad española incorpora cada vez a un mayor número de personas con discapacidad y con necesidades específicas de apoyo (NEA). Esta incorporación se realiza en el marco de la ley conocida como LOSU, que insta a las universidades a favorecer la inclusividad y accesibilidad en la enseñanza superior. Pese a esta ley, las universidades españolas no suelen contar con los recursos humanos y económicos necesarios para afrontar convincentemente dicha inclusión. Un grupo de estudiantes con NEA especialmente numeroso es el de aquellos con dislexia. Para este estudiantado existen diversas guías y orientaciones, si bien no parecen provenir de un estudio suficientemente amplio y riguroso de la bibliografía especializada. En este trabajo realizamos una revisión profunda de la bibliografía específica sobre la atención universitaria al estudiantado con dislexia y analizamos los resultados obtenidos. Fruto de esta revisión y análisis se genera una serie de propuestas de carácter institucional y de práctica docente que tienen por objeto mejorar la inclusión y accesibilidad de los estudios universitarios al estudiantado con dislexia. Para cumplir con la legislación española en relación con la inclusión y accesibilidad del estudiantado con NEA, es necesario realizar inversiones y tomar decisiones basadas en la información que aporta la evidencia científica disponible

  • English

    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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