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| Published: December 10, 2024
Empowering Educational Needs of Girls with Dyslexia: A Comprehensive Review
Research Scholar, Dept. of Psychology, Jain Deemed to be University Google Scholar More about the auther
Assistant Professor, Dept. of Psychology, Jain Deemed to be University Google Scholar More about the auther
DIP: 18.01.175.20241204
DOI: 10.25215/1204.175
ABSTRACT
Introduction: Dyslexia is a well-known neurodevelopmental disorder with gender-specific differences in recognition and support. They create the stipulation for boy’s primacy over girl students. Dyslexia includes language impairment that makes reading, writing, understanding, and learning inadequate. The purpose of the present study is to analyze the previous studies that address dyslexic girl students and emphasize the educational needs and opportunities for empowerment. Method: A systematic review was conducted to explore studies regarding the educational environment, specific diagnosis, characteristic of the pathology in girls, and types of intervention. Result: The study has shown a problem with recognition and support for people with dyslexia, and only specific gaps result in lack of girls in the population. The main characteristic of the disorder was identified, as well as the intervention specifics. Very slim research has been conducted explicitly on empowerment of girls in education. Conclusion: The implication for a specific study on girl students with dyslexia requires intervention based on the gaps in recognition and treatment of the disorder. The empowerment strategies should be developed for girls with dyslexia in education to enable the inclusive institution.
Keywords
Dyslexia, Education, Gender Discrepancies, Educational Empowerment
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2024, Akhila, V. & Vishmita
Received: October 12, 2024; Revision Received: December 06, 2024; Accepted: December 10, 2024
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.175.20241204
10.25215/1204.175
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Published in Volume 12, Issue 4, October- December, 2024