Abstract
This paper is a call to action for academic and information technology industry leaders to develop a generalizable online instructional model tailored to the learning needs of those suffering from dyslexia. It is estimated that 35% of entrepreneurs are dyslexic (Logan, 2009). According to the Sloan Consortium, online instruction is the fastest growing segment of the higher education industry (Allen & Seaman, 2010). Online entrepreneurship students may provide researchers with an opportunity to identify dyslexics clustered in higher proportions than other academic disciplines. There is no evidence to show entrepreneurship students are more likely to be dyslexic than other students, but the higher density of dyslexics in entrepreneurial careers suggests that dyslexic students may gravitate toward entrepreneurship programs. A model to tailor instruction to the needs of dyslexic entrepreneurship students in an online higher education setting may have a profoundly positive impact, when generalized across academic programs, on the instruction of current and future dyslexic online students.
Included in
Online and Distance Education Commons, Teacher Education and Professional Development Commons
Online Instruction of Dyslexic Students: A Call to Action
This paper is a call to action for academic and information technology industry leaders to develop a generalizable online instructional model tailored to the learning needs of those suffering from dyslexia. It is estimated that 35% of entrepreneurs are dyslexic (Logan, 2009). According to the Sloan Consortium, online instruction is the fastest growing segment of the higher education industry (Allen & Seaman, 2010). Online entrepreneurship students may provide researchers with an opportunity to identify dyslexics clustered in higher proportions than other academic disciplines. There is no evidence to show entrepreneurship students are more likely to be dyslexic than other students, but the higher density of dyslexics in entrepreneurial careers suggests that dyslexic students may gravitate toward entrepreneurship programs. A model to tailor instruction to the needs of dyslexic entrepreneurship students in an online higher education setting may have a profoundly positive impact, when generalized across academic programs, on the instruction of current and future dyslexic online students.