Toward Inclusion of Students with Specific Learning Disorders in Higher Education

Over the last years, there has been a notable increase in the enrollment of students with specific learning disorders (SLDs) in higher education institutions worldwide. The challenges encountered by these students in attending educational and research activities have determined higher education institutions to explore strategies aimed at ensuring and facilitating access, providing effective support, and addressing their unique learning needs. Universities’ openness and flexibility are the result of changes in attitude and instructional practices that aim to reduce educational inequalities and promote inclusive practices in academia. This chapter offers a brief overview of the state of art regarding the inclusive environments in higher education for students with SLDs. The selection and implementation of specific adaptive learning systems should be evidence-based, focusing on reducing barriers and creating an inclusive educational environment that ensures equitable access, participation, and success for all learners. Existing research has identified several interventions that could serve as a roadmap for teachers, administrative staff, and policymakers to reduce educational inequalities and establish supportive frameworks for students with SLDS in higher education. Finally, the chapter discusses the development trend of inclusive strategies to support students with SLDs in higher education and suggests some future directions.