Open AccessDyslexic Arabic Students in the Arab Countries: A Systematic Review of Assistive Technology Progress and Recommendations
Author(s) -
Ahmed Alsswey,
Fuad Ali El-Qirem,
Mohammed Hassan Al Tarawneh
Publication year - 2021
Publication title -
international journal of early childhood special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.144
H-Index - 9
ISSN - 1308-5581
DOI - 10.9756/int-jecse/v13i1.211014
Subject(s) - dyslexia , arabic , affect (linguistics) , literacy , psychology , assistive technology , medical education , mathematics education , developmental psychology , pedagogy , reading (process) , computer science , medicine , political science , linguistics , philosophy , communication , human–computer interaction , law
Dyslexia is quite possibly the most widely recognized learning troubles. Literacy is a critical life skill; low literacy skills inhibit educational advancement. Even a few dyslexic students may affect the broad educational experience of all students. Unfortunately, dyslexia is a relatively unknown phenomenon in Arabic academic communities. Arab countries are experiencing a rapid increase in dyslexic students; consequently, there is an urgent need to investigate dyslexia and its associated student assistive technology (AT). A systematic review was conducted on AT developed for dyslexic Arabic students to understand AT’s benefits and challenges. Our research found that in addition to learning strategies, several other factors contributed to the adoption (or lack thereof) of AT in Arab classrooms, including environmental, social and cultural factors. This study’s findings can assist AT developers and educational policymakers in efficiently designing and implementing AT.