This systematic literature review addresses the persistent challenges faced by students and employees with dyslexia in higher education settings, de-spite structural adjustments in academic institutions. Emphasizing the need for a comprehensive understanding of dyslexia's sociocultural context, the sociologi-cal exploration maps out diverse experiences, navigational strategies, and the role of technological tools for individuals with reading and writing disorders.
The ongoing systematic literature review involves qualitative and quantitative studies, aiming to synthesize the global state of inclusion for dyslexic individuals.
The work-in-progress entails completed database searches in ProQuest and Web of Science, with additional searches planned in Springer and SocINDEX. Selec-tion criteria involve peer-reviewed publications from the last 10 years discussing dyslexia in higher education. Initial results suggest challenges faced by dyslexic students, technological interventions for inclusive learning, and the need for broader assistive tools beyond reading and writing.
The preliminary findings underscore the importance of addressing dyslexia, able-ism and technological interventions in academic settings from a holistic, that is, sociocultural perspective, thus providing a foundation for more participative and inclusive approaches to academic administration and technological development.

Dyslexia, a learning disability, affects word recognition, decoding, and spelling, hindering reading comprehension and vocabulary expansion. Research shows persistent reading difficulties from early schooling into adulthood.

We aim to explore factors influencing learning success in university students with dyslexia. Previous studies highlight challenges in writing, note-taking, and organization. Dyslexic individuals may also face heightened anxiety and reduced self-esteem. Comorbidities and varying levels of support further complicate their educational journey.

Our study includes a literature review and assessment of 10 university students, focusing on factors such as persistence of difficulties, accompanying issues like anxiety, and the role of support systems.

Preliminary findings suggest 5 factors significantly impact academic achievement in dyslexic students, emphasizing the need for tailored interventions and support mechanisms.

The ability to read, understand and find important information from written text is a critical skill in our daily lives for our independence, comfort and safety. However, a significant part of our society is affected by partial vision impairment, which leads to discomfort and dependency in daily activities. To address the limitations of this part of society, we propose an intelligent reading assistant based on smart glasses with embedded RGB cameras and a Large Language Model (LLM), whose functionality goes beyond corrective lenses. The video recorded from the egocentric perspective of a person wearing the glasses is processed to localise text information using object detection and optical character recognition methods. The LLM processes the data and allows the user to interact with the text and responds to a given query, thus extending the functionality of corrective lenses with the ability to find and summarize knowledge from the text. To evaluate our method, we create a chat-based application that allows the user to interact with the system. The evaluation is conducted in a real-world setting, such as reading menus in a restaurant, and involves four participants. The results show robust accuracy in text retrieval. The system not only provides accurate meal suggestions but also achieves high user satisfaction, highlighting the potential of smart glasses and LLMs in assisting people with special needs.