Design strategies and dyslexia: Improving the accessibility of course material for third-level students with dyslexia

Abstract

This thesis examines the challenges faced by third-level students with dyslexia when reading course material by drawing on information obtained directly from students through one-to-one semi-structured interviews. By reviewing these challenges in the context of the underlying cognitive, neurological, and visual processing issues associated with dyslexia, and how these processes interact with specific design features of reading material, a series of design considerations to make reading material more accessible are derived and their suitability discussed. These design strategies seek to address issues considered to impact the quality of engagement with course material for students with dyslexia. The design strategies are illustrated through their application in a series of developmental practice-based outcomes.