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How Digital Tools are Used and Perceived by Students with Dyslexia and Teachers within the Swedish Classroom
Högskolan i Jönköping.
2019 (engelsk)Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgaveAlternativ tittel
Hur digitala verktyg används och uppfattas av elever med dyslexi samt lärare i det svenska klassrummet (svensk)
Abstract [en]

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.

sted, utgiver, år, opplag, sider
2019. , s. 16
HSV kategori
Identifikatorer
URN: urn:nbn:se:hj:diva-46248ISRN: JU-HLK-ENA-1-20190016OAI: oai:DiVA.org:hj-46248DiVA, id: diva2:1352462
Fag / kurs
HLK, English
Presentation
2019-09-18, JÖNKÖPING, 18:26 (engelsk)
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Examiner
Tilgjengelig fra: 2019-09-20 Laget: 2019-09-18 Sist oppdatert: 2019-09-20bibliografisk kontrollert

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How Digital Tools are Used and Perceived by Students with Dyslexia and Teachers within the Swedish Classroom(906 kB)112 nedlastinger
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