Adjusting existing VLEs to support students with dyslexia.

Virtual Learning Environments (VLEs) have become an integral part of the learning environment for most universities. However, they are not always as accessible or easy to navigate as they could be for students with dyslexia. This paper uses data collected via a series of focus groups and telephone interviews to identify design characteristics that are required in order for a VLE to suit the needs of students with dyslexia. The study identified three prominent themes: accessing information, interaction and personalisation. The study shows how existing VLEs can be adapted to provide a more user-friendly and inclusive virtual learning environment and suggests how specialist tutors can utilise these platforms to support independent study.