The aim of this study is to examine how digital tools are used and perceived by students with dyslexia and their teachers within a number of English classrooms in the Swedish upper and lower secondary school. The study is based on five interviews. Two of the interviews were conducted with students from upper secondary school and three with teachers from lower and upper secondary school. The background section defines and describe terms such as dyslexia, ADD/ADHD and digital tools that are helpful for students with dyslexia. The method chosen for this paper is qualitative. The conclusion of this research paper is that the students’ and teachers’ perceptions of digital tools are mostly positive and that they find them helpful when it comes to coping with dyslexia.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hj-46248 |
| Date | January 2019 |
| Creators | Andersson, Cornelia |
| Publisher | Högskolan i Jönköping |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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