Sociotechnical Experiences and Strategies of People with Reading/Writing Disorders in Higher Education: A Systematic Literature Review in Sociology

This sociological systematic literature review gathers interdisciplinary insights into the sociotechnical experiences and strategies of people with reading and writing difficulties, such as dyslexia, in higher education. There is a wide range of assistive technologies (AT) from smart pens to inclusive eLearning environments available, but their (long-term) use is intertwined with levels of social support, experiences of stigmatization within academic institutions as well as user-centered design and adequate training. Our findings, as well as reports of students discarding AT, highlight the need for more qualitative and participatory approaches to explore sociotechnical strategies of managing dyslexia.